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THIRD 


IVISON.   BLAKEMAN.&- Cb'-*' 
NEW  YORK  A,«'i)  C  ;•<!:■  ■■,     0 


»»;   ? 


Andy  stood  in  the  middle  of  the  track,  and  stretched  out  his  little  arms 
as  far  apart  as  he  could." 

('•  The  LittL  Jlero  of  ihc  JiaiJrcncl,'"  p  85.) 


The  Reader  the  Focus  of  Language-Training 


SWINTON'S 


THIRD    READER 


ri  n 


IVISON,    BLAKEMAN    AND    COMPANY 
Ipublisbcrs 

NEW    YORK    AND    CHICAGO 


M)^» 


Copyright,  1882,  by  Ivtson,  Blakeman,  Taylor  &  Co. 


TO    SCHOOL    OFFICERS. 

The  attention  of  School  Officers  is  invited  to  the  following  points 
in  this  Third  Reader. 

Vocabulary.  —  The  most  difficult  words  occurring  in  each  lesson 
are  arranged  in  the  vocabularies,  with  syllabication,  accents,  and  dia- 
criticals  for  oral  spelling,  either  by  the  alphabetic  or  the  phonic  method. 

Preparatory  Dictation. — As  the  needed  preparation  for  intelli- 
gent reading,  the  lesson  is  preceded  by  a  dictation  (to  be  written  by  the 
class  as  the  best  possible  spelling  exercise),  containing  the  more  difficult 
words,  the  meaning  of  which  is  illustrated  by  their  use  in  easy  familiar 
sentences.  It  would  be  difficult  to  exaggerate  the  utility  of  this  entirely 
original  exercise. 

Language  Lessons.  —  Under  this  head  will  be  found  a  variety  of 
attractive  work  suited  to  the  capacity  of  Third-Reader  classes.  It  com- 
prises exercises  in  sentence-writing,  supplying  ellipses,  word-analysis, 
the  use  of  synonyms,  etc.     {See  these  exercises  throughout.) 

Composition.  —  Each  piece  specially  fitted  for  reproduction  in  an 
abstract  from  memory  is  followed  by  a  syllabus  ("Heads  for  Compo- 
sition"), in  which,  by  a  series  of  topics  and  hints,  the  young  composer 
is  aided  in  reproducing,  in  his  own  language  and  in  orderly  sequence, 
the  salient  features  of  the  piece  he  has  just  read.  {For  further  explana- 
tion of  this  novel  feature,  see  '^Suggestions  to  Teachers.") 

Matter.  —  In  the  selection,  adaptation,  and  composition  of  the 
reading-pieces,  the  most  earnest  effort  has  been  put  forth  to  furnish 
sound  and  sweet  mental  food.  An  attempt  has  been  made  to  introduce 
into  the  book  a  little  of  what  may  be  called  organism,  by  carrying  on  a 
certain  number  of  pieces  (about  one-half)  on  distinct  strains, — a  series 
of  lessons  on  "Home  Pets,"  as  the  living  forms  most  familiar  and  in- 
terestiuj,-  to  children;  a  second  series,  "Bright  Examples,"  to  touch 
and  stimulate  the  affections;  and  a  third  series,  "About  Plants,"  as  a 
slight  glimpse  of  Nature  in  one  of  her  most  attractive  aspects. 


XJCSSON  PAGE 

I.  Home  Pets. —  T/ie  Bird  i/iaUa^Ars  (Part  I.)     ...  17 

II.  Ko^iE  Fets.  — The  Bird  that  talks  (PsirtU.)   ...  21 

III.  Sujypose 25 

IV.  How  Two  Men  spoke  the  same  ]Vords 2(3 

V.  Walnut-hunting 29 

VI.  The  First  Christmas  Tree 32 

VII.  The  Swing ." 35 

VIII.  Bright  Examples.  —  Daniel  Webster' s  First  Case  37 

IX.  Two  Little  Deeds  of  Kindness 42 

X.  One  Trick  that  was  ivorth  a  Hundred 45 

XI.  Home  Fets.  — The  Little  Nut-Eater  {F^'t  I.).     .     .  47 

XII.  nosiEVETii.  — The  Little  Nut-Eater  {F'dYiU.)     .     .  40 

XIII.  Guess 53 

XIV.  Cracking  Nuts 54 

XV.  Bright  Examples.  —  The  Daughter  of  the  Light- 
House  (Part  I.) 57 

XVI.  Bright  Examples.  —  The  Daughter  of  the  Light- 
House  {Fart  II.)      59 

XVII.  Flowers  of  the  May 63 

XVIII.  How  I  turned  the  Grindstone 65 

XIX.  The  Butterfiifs  Grave 68 

XX.  Can't,  Won't,  and  Try 69 

XXI.  Home  Pets.  —  The  Little  Tiger 72 

XXII.  The  Necklace  of  Truth  (Fart  1.) 77 

XXIII.  The  Necklace  of  Truth  {Fart  II.) 80 

XXIV.  Cold  Water 84 

XXV.  Bright  Examples.  —  The  Little  Hero  of  the  Railroad  85 

XXVI.  Home  Pets. —  T/<e  Dor/ (Part  I.) 89 

XXVII.  Home  Pets.  — T//eZ>Ofy  (Part  II.) 94 

XXVIII.  Gathering  Nuts 99 

XXIX.  The  Stone  that  Rebounded 101 

XXX.  The  Tale  that  never  Tires  {Fart  I.) 104 

XXXI.  The  Tale  that  never  Tires  {Fart  U.) 109 

XXXII.  Little  Gustava 114 

XXXIII.  Letter  from  the  Wild  Duck  to  the  Tame  Duck  .     .     .  118 
6 


Contents. 


xxxiv. 

XXXY. 

XXXYI. 

XXXVII. 

XXXVIII. 

XXXIX. 

XL. 

XLI. 

XLII. 

XLIII. 

XLIV. 

XLV. 

XLYI. 

XLYII. 

XLYIII. 

XLIX. 

L. 

LI. 

LII. 

LIIL 

LIY. 

LY. 

LYI. 

LYII. 

LYIII. 

LIX. 

LX. 
LXI. 

LXII. 

LXIII. 

LXIY. 

LXY. 

LXYI. 

LXYII. 


The  Tame  Duck's  Reply 120 

Bkigiit  Examples. — Nathan  Hale 123 

The  Beindeer 126 

The  Fairy  Artist 132 

About  Plants.  —  The  Hoot 134 

Give  Heed  to  Little  Things 137 

Mary  and  the  Robin  Redbreat^t 140 

Aboxi  and  his  Horse 141 

Playiwj  Ninety-Nine 146 

About  Plants.  —  The  Leaf 148 

Bkight  Examples. — Volney  and  the  Shark      .     .  152 

Three  Chinese  Stories 155 

A  Little  GirVs  Letter 157 

About  Plants.  —  The  Flower  {Vavt  I.)    ....  158 

About  Plants.  —  The  Flower  (Part  II.)  .     ,     .     .  162 

The  Story  of  Jose}) h  (F art  I.) 166 

The  Story  of  Joseph  {Fi\rt  11.) 171 

The  Story  of  Joseph  {FRYt  III.) 176 

The  Story  of  Joseph  (FdiYt  IV.) 180 

About  Plants.  —  The  Fruit ■  .     .  187 

Bright  Examples. — How  Charley  Wright  saced 

Three  Lives 191 

A  Wish 196 

Gentle  Manners 198 

The  Mill,  the  Rill,  and  the  Bee 202 

About  Plants.  —  The  Seed 204 

Skimmed  Milk 207 

Little  Words  of  Kindness 209 

Bright    Examples.  —  The   Slave    and    the   Lion 

(Parti.) 210 

Bright    Examples.  —  The    Slave    and    the  Lion 

(PartlL) 213 

A  Child's  First  Grief 210 

The  Youth  of  David  CPiu-t  I.) 218 

The  Youth  of  David  {Fsirt  11.) 224 

Letting  the  Old  Cat  Die 230 

Bright  Examples.  —  How  a  Roman  kept  his  Word  233 

Table  of  Derivative  Words 236 


«**  The  Poems,  Lessons  XIX.  and  XXXVII.,  Lire  taken  from  "Our  Little  Ones," 
I;     the  obliging  permission  of  W.  T.  Adams,  Esq. 


8  Third  Header, 


SUGGESTIONS    TO    TEAOHERS. 

The  language- work  in  the  Third  Reader  consists  of:  — 

I.  The  Vocabularies.  —  These  may  be  spelled  orally 
either  by  the  alphabetic  or  the  phonic  method;  but, 
whether  or  not  so  spelled,  the  word-list  of  each  lesson 
should  certainly  be  copied  by  the  class.  It  is  strongly 
recommended  that  the  words  be  copied  with  the  diacritical 
marks,  as  the  necessary  training  in  the  ready  "  reading  "  of 
these  characters.  Silent  letters,  indicated  by  Italic  letters, 
may  be  marked  by  a  diagonal  line  drawn  through  each 
from  left  to  right. 

II.  Preparatory  Dictations.  —  These  exercises  serve 
(1)  as  a  training  in  written  spelling,  capitalizing,  and 
punctuation;  (2)  as  illustrative  of  the  meaning  of  the 
more  difficult  words,  whose  signification  (formal  definition 
not  being  in  place  at  this  stage)  is  suggested  and  borne  in 
on  the  pupil's  apprehension  by  the  use  of  the  words  in 
easy,  familiar  sentences. 

It  will  be  noted  that  the  word  or  words  that  are  in  each 
sentence  specially  illustrated  are  printed  in  Italics :  if  the 
teacher  in  dictating  the  sentences  will  lay  extra  emphasis 
on  these  words,  and  teach  the  pupils  to  draw  one  line  (the 
conventional  manuscript  sign  of  printed  Italics)  under 
each  such  word,  the  aim  of  the  exercise  will  be  the  better 
secured. 

If  the  programme  of  study  does  not  admit  of  the 
Dictation  being  made  a  class  exercise,  pupils  should   be 


Third  Reader.  9 


required  to  copy  it  at  their  seats ;  and  the  sentences,  as 
Avritten  on  slates  or  paper,  should  be  read  before  the 
reading  lesson  is  taken  up. 

III.  Language  Lessons.  —  Under  this  head  the  editor 
has  spared  no  pains  to  make  these  exercises  doable  and 
useful.  They  comprise  various  models  of  language  work, 
among  which  are  :  — 

1.  Sentence-work.  Here  the  chief  object  is  to  familiarize 
the  pupil  with  the  three  principal  types  of  the  sentence. 
for  which  the  simple  names,  statement  (i.e.,  declarative  sen- 
tence), question  (interrogative  sentence),  and  exclamation 
(exclamative  sentence),  are  used.  The  nature  of  these 
kinds  of  sentence  should  be  brought  out  in  an  oral  lesson, 
and  the  pupil  should  be  referred  to  the  definition  of  each 
(p.  xi). 

Under  this  head  the  teacher  will  note  that  the  pupil  is 
called  on  (a)  to  copy  from  the  lesson  a  certain  number  of 
statements,  questions,  or  exclamations;  (6)  to  change  ques- 
tions into  statements,  statements  into  questions,  etc. ;  (c)  to 
compose  statements,  questions,  etc. 

2.  Classifying  Words.,  so  far  as  to  be  able  to  identify  name- 
words  (nouns),  action-words  (verbs),  and  quality-words  (ad- 
jectives). As  training  under  this  head,  the  pupil  is  called 
on  (a)  to  select  from  the  piece,  and  copy,  a  certain  number 
of  name-words,  action-words,  or  quality-words ;  and  (6)  to 
supply  name-words,  action- words,  or  quality-words  so  as 
to  complete  elliptical  sentences. 

3.  Changing  Word-forms.  This  exercise  furnishes  prac- 
tice in  some  of  the  principal  "grammatical  forms,"  —  espe- 
cially in  the  writing  of  the  plurals  of  nouns,  the  past  tense 


10  Third  Reader. 


of  verbs,  and  the  comparative  and  superlative  degre<3S  of 
adjectives.-^ 

4.  Word-analysis.  This  will  be  found  an  ex<3eedingly 
profitable  exercise ;  and  it  is  made  quite  within  the  scope  of 
the  pupil's  capacity  from  the  fact  that  only  English  deriva- 
tives are  prescribed  for  analysis  —  that  is,  derivatives 
formed  from  known  English  words  by  the  addition  of  pre- 
fixes and  suffixes,  such  as  "beggar"  from  beg,  "unkind" 
from  kind^ "  happiness  "  from  happy ^  etc.  To  afford  further 
practice,  the  word-analysis  of  the  principal  English  deriva- 
tives in  this  Reader  will  be  found  in  the  appendix ;  and  it 
is  suggested  that  lessons  in  copying  a  certain  number  of 
these  words,  with  their  analysis  and  definition,  be  assigned 
from  time  to  time.^ 

5.  Synonyms.  The  simple  method  ado23ted  for  eliciting 
from  the  pupil  verbal  equivalents  is  to  give  a  word  syn- 
onymous with  some  word  in  the  piece,  and  call  for  that 
word.  Thus  (p.  64)  :  "  \yhat  word  means  the  same  as 
bouquets  9  "  The  answer  will  readily  be  found  in  the  word 
"  nosegays."  This  exercise  should  be  very  much  extended 
by  the  teacher. 

6.  Changing  verse  into  the  prose  order.  This  will  be 
found  an  exceedingl}^  interesting  and  valuable  exercise, 
and  the  teacher  should  avail  herself  of  every  suitable  occa- 
sion to  extend  the  examples. 


1  For  additional  work  of  tliis  kind,  the  teacher  is  referred  to  Word 
Exercises  Xo.  3,  Grammatical  Spelling  (in  Swinton's  Model  Blanks, 
published  by  Ivison,  Blakeman,  Taylor,  &  Co.,  N.Y.). 

2  See  Word  Exercises  No.  4,  Etymological  Spelling  (in  Swinton's 
Model  Blanks),  for  supplementary  practice  in  a  convenient  form. 


Third  Reader.  ll 


lY.  Heads  for  Composition.  —  The  exercises  of  this 
type  belong  to  that  useful  kind  of  language  work  known 
as  "abstracts  from  memory."  The  teacher's  experience 
will  doubtless  have  taught  her  that  if  a  piece  is  simple,  and 
has  such  unity  that  the  whole  forms  a  story,  children  re- 
member it  surprisingly  well;  but  from  the  various  little 
difficulties  attending  "'  talking  with  the  pencil,"  they  are 
almost  sure,  when  they  come  to  the  task  of  reproducing 
what  they  remember,  to  introduce  the  parts  of  the  piece 
out  of  their  jDroper  order  and  sequence. 

To  obviate  this  difficulty,  the  "  Heads  for  Composition  " 
are  introduced  to  guide  the  young  composer.  From  these, 
minor  details  and  accessories  are  excluded,  and  only  the 
larger  topics  are  presented.  Each  of  the  set  of  topics  begin- 
ning with  the  Roman  numeral  is  to  form  a  paragraph^  of 
which  the  hint  in  capitals  is  the  main  subject,  and  the 
phrases  that  follow  are  its  exjDansion. 

Large  liberty  should  be  allowed  in  the  use  of  words  to 
express  the  remembered  thoughts ;  strict  guard,  however, 
being  had  as  to  i3ropriety  of  expression. 

The  mechanism  of  the  little  compositions  should  be  care- 
fully attended  to,  —  spelling,  capitalizing,  quotation-marks, 
and  punctuation  (at  least  to  the  extent  of  the  terminal 
marks),  as  well  as  the  neatness  of  the  whole  work.  Par- 
ticular heed  should  be  given  to  the  paragraphing,  and 
pupils  should  be  taught  from  the  beginning  to  make  the 
proper  indentation  to  mark  each  paragraph. 

If  the  teacher  will  faithfully  carry  out  the  work  indi- 
cated under  Language  Lessons  and  Composition,  she  will 
be  richly  rewarded  in  the  mental  growth  of  those  commit- 
ted to  her  care. 


12  Thibd  Reader. 


DEFINITIONS. 

[FOR    REFERENCE.! 

1.  A  sentence  is  a  group  of  words  used  to  express  a 
thought. 

Every  sentence  should  begin  with  a  capital  letter. 

2.  A  statement  is  a  sentence  that  tells,  or  states, 
something. 

3.  A  question  is  a  sentence  used  in  asking  some- 
thing. 

4.  An  exclamation  is  a  sentence  that  expresses  sud- 
den feeling. 

5.  A  name-Avorcl  is  the  name  of  a  person,  a  place, 
or  a  thing. 

6.  A  name-word  may  name  one  thing,  or  more  than 
one.  The  sing-ular  form  of  a  name-word  is  used  when 
the  word  names  one  thing.  The  plural  form  is  used 
when  it  names  more  than  one. 

7.  A  quality-word  is  a  word  that  expresses  the  kind 
or  quality  of  an  object. 

8.  An  action-word  is  a  word  that  expresses  action. 

ARTICULATION. 

Perfect  enunciation  in  the  young  being  rare,  it  behooves 
the  teacher  to  correct  all  delects  by  frequent  drill  on  the 
elementary  sounds.  Following  the  Table  of  Phonic 
Markings  will  be  found  drill  matter  on  the  vowel-sounds 
(equivalents  and  substitutes),  and  a  carefully  arranged 
presentation  of  the  consonant  sounds  in  their  relations 
as  aspirates  and  sub-vocals. 


Third  Re  a  bee. 


13 


PHONIC   MARKINGS. 


L- 

Vowel   Markings. 

c 

3 

o 
CO 

breue. 

macron. 

circum- 
flex. 
A 

dots. 

dot. 

wave. 

a 

bag 

play 

hair 

far,  fall 

ask,  what 

e 

beg 

me,  they 

thare 

her 

i 

big 

kite 

machine 

dirt 

o 

bog 

old 

for 

dp 

done,  wolf 

u 

bug 

use 

c1arl 

rude 

push 

y 

hymn 

my 

oo 

foot 

school 

II. —  Equivalent  Vowel  Markings. 


§,  a 

prey,  pray 

e,   i 

pert,    dirt 

y,  i 

hymn,   him 

a,   o 

what,   hot 

y.  i 

my,   mine 

6,   u 

none,   nun 

u.  9>  oo 

pull,  wplf,  -wobl 

o,   a 

for,   fall 

u,  p,  oo 

true,   to,   too 

i,  e 

pique,   peak 

a,   e 

air,   heir 

III. —Consonant  Markings. 


9    and 

9h 

9ellar,  ma9hine 

like    s    and    sh 

€    and 

€h 

eurl,   school 

k 

g 

gem 

i 

g 

get 

hard 

§ 

ha§ 

like    z 

? 

e?act 

gz              • 

n 

think 

"       ng 

th 

there 

flat 

\^)  under  c  is  the  cedilla;  {j_)  under  s  and  x  is  the  suspended  bar. 


14 


Third  Re  a  deb. 


THE  VOWEL  SOUNDS. 


Regular  Sounds. 

Equiualents  and  Substitutes- 

fat,  hat 
fate,  hate 
care,  pare 
arm,  farm 
ask,  task 
all,  ball 
■what,  v;-as 

plaid. 

fail,  gauge,  day,  break,  fete,  veil,  they, 
pair,  pear,  there,  their,  prayer, 
aunt,  guard,  heart. 

pause,  straw,  fork,  broad,  thought,  awe. 
not,  hough,  knowledge. 

end,  bend 
eve,  me 
ere,  thgre 
fete,  eh 
her,  -were 

bury,  guess,  friend,  any,  said,  says,  head. 
eat,  thief,  seize,  police,  key,  s-weet,  people, 
their,  pair,  pare,  pear,  prayer, 
fate,  fail,  gauge,  day,  veil,  they,  break, 
learn,  bird,  myrrh. 

fin,  tin 
ice,  nice 
police,  valise 
bird,  girl 

hymn,  been,  build,  sieve,  busy,  ■women, 
fly,  die,  dye,  guide,  buy,  eye,  aisle,  choir, 
eat,  eve,  thief,  seize,  sv^eet,  people,  key. 
her,  learn,  myrrh. 

odd,  not 
old,  so 
one,  none 
do,  to 

■wolf,  woman 
fork,  horse 

■what,  hough,  kno-wledge. 

sew,  so-w,  toe,  boat,  door,  soul,  beau. 

fun,  touch,  does,  flood. 

shoe,  too,  t-wo,  true,  bruise,  rude,  soup. 

would,  pull,  v^oo]. 

thought,  pause,  all,  straw,  broad,  awe. 

vrcDol,  bcDok 
too,  moon 

pull,  -wolf,  -would. 

to,  two,  shoe,  true,  rude,  bruise,  soup. 

fun,  gun 
Use,  tube 
burn,  cilrl 
rude,  rule 
pu1^  pull 

one,  touch,  does,  flood. 

due,  ne-w,  view,  beauty,  yew,  e-we,  you. 

■word,  scourge. 

to,  too,  two,  shoe,  soup,  true,  bruise. 

v^^olf,  v7ould,  ■wool. 

hymn,  myth 
fly,  my 

him,  build,  sieve,  busy,  women,  been. 
die,  dye,  nice,  aisle,  guide,  buy,  choir,  eye. 

oil,  boil 
our,  flour 

boy,  toy,  joy. 
o-wl,  now. 

Third  Reader. 


15 


CONSONANT    COGNATES. 


ASPIRATES. 

SUB-VOCALS. 

ASPIRATEo. 

SUB-VOCALS. 

Up. 

Lip. 

Tongue  and  Teeth. 

Tongue  and  Teeth. 

p    ad 

b    ad 

th    ank 

th    an 

p  eg 

b    eg 

th    in 

th    ine 

p  ig 

b    ig 

th    igh. 

th    y 

Lip. 

Tongue  and  Palate. 

Tongue  and  Palate. 

m    ay 

s    eal 

z    eal 

m    e 

s    ink 

z    ine 

m    y 

s    ounds 

z    ounds 

Glottis. 

Tongue  and  Palate. 

h    at 

1    ay 

h    id 

1    ie 

h    im 

1    ow 

Glottis  and  Lip. 

Lip. 

Tongue  and  Palate. 

wb    en 

■w    en 

n    ay 

wh    icli 

w    itcti 

n    ew 

wh    ine 

■w    ine 

n    o 

Lip  and  Teeth. 

Lip  and  Teeth. 

Tongue  and  Palate. 

Tongue  and  Palate. 

f    ail 

V    eil 

k    eg 

S    et 

f    ault 

V    ault 

k    id 

g  ig 

f    ine 

V    ine 

k    ey 

g    eese 

Tongue  and  Palate. 

Tongue  and  Palate. 

Tongue  and  Palate. 

Tongue  and  Palate. 

t    en 

d    en 

ch    est 

j    est 

t    in 

d    in 

ch    oke 

j    oke 

t    ug 

d    ug 

ch    unk 

j    unk 

Tongue  and  Palate. 

Tongue  and  Palate. 

Tongue  and  •-'alate. 

wish    er 

viz    ier 

ri    ng 

lish    er 

az    ure 

si    ng 

rash    er 

glaz    ier 

spri    ng 

Tongue  and  Palate. 

Tongue  and  Palate. 

r    at 

y   e 

r    im 

y    ear 

r    ug 

y    east 

16  TuiEB  Reader. 


PUNCTUATION. 

The  period  ( . )  is  placed  at  the  end  of  a  statement  or 
a  command. 

The  period  is  also  used  to  mark  an  abbreviation. 

The  interrogation  point  (?)  is  used  at  the  end  of  a 
question. 

The  exclamation  point  (!)  is  used  at  the  end  of  an 
exclamation. 

It  is  also  used  after  various  single  words  denoting  strong  or  sudden 
feeling;  as,  Alas!  Hurrah! 

The  comma  (,),  semicolon  (;),  and  colon  (:),  are 
used  to  separate  the  parts  of  a  sentence. 

The  dash  ( — )  is  used  to  mark  a  sudden  break  or 
turn  in  the  thought  expressed  by  a  sentence. 

The  apostrophe  (')  is  used  to  show  that  a  letter  or 
letters  have  been  omitted ;  as,  Fm  for  I  am,  can't  for  can 
not. 

The  apostrophe  is  also  used  to  denote  owner^jhip  (possessive  case) ; 
as,  **a  girl'. 9  hood,  a  boy's  slate." 

The  quotation  marks  ("  ")are  used  to  enclose  words 
which  are  supposed  to  be  spoken ;  as,  "  3Iarij  loves  the 
lamb"  said  the  teacher. 

The  hyphen  (-)  is  used  between  the  parts  of  a  com- 
pound word;  as,  school-] touse :  or  at  the  end  of  a  line 
when  a  part  of  a  word  is  carried  over  to  the  next  line. 

Parentheses  (  )  are  used  to  enclose  a  word  or  sen- 
tence used  by  way  of  explanation. 


THIRD  READER. 


LESSON    I 


Home    Pets. 

THE 

BIRD  THAT  TALKS. 

-Part  I. 

droll 

6r'phan§ 

re-peat'ed 

charge 

bor'rdwed 

e-noiigh'  (e-nuf) 

dis'tange 

seii'ten-9e§ 

€om-pan'ion 

mis'chief 

wher-ev'er 

queS'tion§ 

PREPARATORY     DICTATION. 


1.  The  monkey  is  a  queer,  droll  little  animal,  full  of 
funny  pranks  and  mischief.  —  2.  The  children  had  lost 
their  parents,  so  Aunt  Sarah  took  the  Httle  oiyhans 
into  her  care  and  charge.  —  3.  Word  by  word  the  class 
repeated  what  the  teacher  read.  —  4.  What  mark  is  put 
at  the  end  oi  sentences  that  ask  questions  f 


1.   Of  all  home  pets,  the  parrot  is  the  most 
pleasing  to  us  —  is  most  like  a  companion.     C'an 


18  Third  Reader. 


you  guess  the  reason?     1  am  sure  you  will  all 
be  able  to  think  why  this  bird  is  such  a  favorite. 

2.  The  parrot  is  almost  the  only  animal  that 
can  be  taught  to  speak  as  we  speak  —  to  say 
little  sentences,  and  to  answer  questions.  She 
quickly  learns  any  Avord  or  little  speech  that  is 
often  repeated  in  her  hearing. 

3.  So,  you  see,  "  pretty  Poll "  does  not  learn 
out  of  books :  she  learns  by  word  of  mouth. 

4.  Did  you  ever  hear  of  the  parrot  that  played 
mother  to  a  family  of  young  sparrows?  I  w^ll 
tell  you  about  her. 

5.  This  bird  was  so  tame  that  her  master  used 
to  let  her  leave  her  cage,  and  walk  and  climb 
and  fly  about  wherever  she  pleased. 

6.  One  day  Poll  found  a  nest  of  young  spar- 
rows in  a  hedge.  What  do  you  think  she  did 
then  ?     You  will  laugh  Avhen  I  tell  you. 

7.  She  drove  away  the  old  sparrows  from  their 
home,  and  took  charge  of  the  young  ones  her- 
self. You  see.  Poll  had  no  family  of  her  own  ; 
so  she  borrowed  one. 

8.  Back  to  her  cage  she  would  not  go,  but 
stayed  patiently  at  the  nest  night  and  day,  feed- 
ing the  little  orphans,  and  watching  over  them. 

9.  Poll  gave  the  young  sparrows  a   mother's 


Third  Reader. 


19 


care.  When  tlie  little  birds  were  old  enough  to 
leave  the  nest,  l)Ut  not  yet  l)old  enough  to  fly, 
the  whole  Ave  of  them  would  often  perch  on 
their  parrot-mother's  back  and  head  —  four  on 
her  back  and  the  smallest  one  on  her  head. 


10.  Then  Poll  would  walk  gravely  up  and 
down  the  lawn,  and  sometimes  even  fly  a  short 
distance,  with  her  strange  family.  It  was  a  very 
droll  sight,  and  I  think  the  sparrows  thought  it 
was  great  fun  to  ride  up  and  down  on  Mother 
Poll's  back. 

11.  Parrots  are  sly  birds,  and  they  have  a  very 
great  love  of  fun.  They  seem  to  enjoy  mischief 
quite  as  much  as  monkeys  do.  And,  indeed, 
the  talking,  climbing  parrot  and  the  chattering, 


20  Thihd  Reader. 


climbing  monkey  are  the  only  two  animals  that 
seem  to  know  Avliat  a  joke  is. 


LANGUAGE    LESSON. 

Copy  a  question  ^  in  paragraph  1. 


Copy  the  first  statement  ^  in  paragraph  11.     Change 
it  into  a  question,  thus : 

Are  parrots  sly  birds,  and  have  they  a  very  great  love  of  fun  ? 


Change  the  first  statement  in  paragraph  9  into  a 

question. 

•  ■ « — 

HEADS    FOR    COMPOSITION. 

I.^  The  parrot-mother  :  parrot  no  family  of  her 
own  —  nest  of  young  sparrows. 

II.  What  Poll  did  :  the  old  sparrows  —  the 
young  ones  —  no  going  back  to  cage  —  feeding  — 
watching  —  like  a  mother. 

III.  (See  'picture.)  Droll  scene:  young  sparrows 
—  what  Poll  would  do. 


1  Teacher.  —  See  Suggestions.  2  See  Suggestions. 

8  The  heads  under  each  group  numbered  with  the  Roman  numerals 
are  to  be  written  as  paragraphs  of  tlie  little  composition.  The  phrases 
in  capital  letters  are  the  main  heads,  and  those  in  the  smaller  letters 
the  details,  of  each  paragraph . 


Third  Reader.  21 


LESSON    II. 
Home   Pets. 

THE   BIRD  THAT  TALKS. -Part   H. 

pu'pil  bd6k'-€ase  lan'guag-e§ 

h^nd'y  speech'es  shipwrecked  (-rekt) 

no'tion  Span'ish  €rack'er§ 

island  En'glish  (ing'-)  €ougii  (kawf) 

hook'ed  un-der-stand'  whis'tle  (hwis'sl) 

PREPARATORY     DICTATION. 

1.  I  had  only  a  faint  idea,  a  little  notion,  of  what 
Baby's  little  sayings  and  speeches  meant.  —  2.  We  speak 
the  English  language,  and  Spaniards  speak  the  Spanish 
language :  there  are  many  different  languages.  —  3.  I 
know  what  you  mean  —  I  understand  what  you  say. 


1.  I  have  a  gray  parrot  that  is  a  very  bright 
pupil.  She  can  whistle  and  talk,  laugh  and  cry, 
cough  and  sneeze.  She  can  mew  like  a  kitten, 
and  bark  like  a  dog.  She  loves  to  swing  in  her 
ring  in  the  cage,  and  she  can  climb  as  well  as 
any  cat  you  ever  saw. 

2.  Poll  uses  her  great  hooked  beak  to  help  her 
when  she  climbs,  and  very  strong  her  beak  must 


22 


Third  Reader. 


.a.  4^ 


be.     If  I  vex  her  I  must  take  care  not  to  let  her 
bite  me  with  it. 

3.  My  parrot  is  very  fond  of  sugar  and  crack- 
ers and  nuts,  especially  of  walnuts.  You  should 
see  how  nicely  she  can  clean^"  out  all  the  sweet 
meat  from  the  shell,  keep- 
ing hold  of  her  perch 
with  one  of  her  handy 
claws,  while  she  works 
away  at  her  food  with  the 
other  and  with  her  hard, 
sharp  bill. 

4.  Sometimes  we  dress 
Poll  up,  for  fun,  in  a 
dolFs  hat  and  cloak.  It 
is  very  droll  to  see  her 
join  in  the  sport,  and  strut 
up  and  down  the  floor  like 
a  proud  lady.  Indeed,  she  has  at  last  begun  to 
think  that  the  hat  and  cloak  are  her  own. 

5.  The  other  day  she  found  Miss  Doll  on 
the  sofa,  all  nicely  dressed ;  and  what  do  you 
think  she  did?  She  dragged  the  poor  thing 
down,  untied  the  cloak-strings  with  her  beak, 
pulled  off*  the  cloak,  and  hid  it  behind  the  book- 
case.    What  a  funny  bird ! 


Third  Reader 


23 


6.  A  parrot's  voice  is  not  sweet.  All  the 
words  are  in  one  tone :  there  are  no  ''  ups  and 
downs  "  in  her  voice.  So,  when  any  one  speaks 
or  reads  words  all  in  one  tone  of  voice,  as  if 
he  did  not  know  their  meaning,  we  say  that  he 
talks  or  reads  "  like  a  parrot." 

7.  Of  course  Polly  does  not  understand  the 
true  meaning  of  words  as  we  do,  —  how  could 
she?  But  it  is  very  likely  that  in  many  cases 
this  knowing  bird  has  some  little  notion  of  what 
her  speeches  meaiiT''*^^*''^ 

8.  I  once  heard  of  a  parrot  that  had  been 
taught  to  speak  in  two  languages,  Spanish  and 
English.  If  her  master  spoke  to  her  in  English, 
she  would  always  answer  in  English ;  and  if  he 
spoke  to  her  in  Spanish,  she  would  be  sure  to 
answer  in  Spanish.     She  knew  a  little  Spanish 


24  Third  Reader. 


song  too,  but  would  never  sing  it  unless  asked 
in  Spanish  words  to  do  so. 

9.  So,  you  see,  this  parrot  knew  something 
about  two  languages,  and  never  mixed  them  in 
her  talk.  Is  not  that  a^^&t  (ieal'  tor  a  bird  to 
know  ? 

10.  I  think  a  parrot  is  a  very  cheerful  pet.  It 
surely  is  better  to  hear  a  parrot's  voice  than  not 
to  hear  any  voice  at  all.  Think  of  Robinson 
Crusoe !  You  know  he  did  not  hear  a  man's 
voice  for  many  long  years,  on  the  island  where 
he  was  shipwrecked. 

11.  No  wonder  he  taught  his  parrot  to  say, 
''  Robin  Crusoe,  Robin  Crusoe  I  Poor  Robin 
Crusoe !  " 


HEADS     FOR    COMPOSITION. 

I.  My  gray  parrot:  clever  scholar  —  six  things 
she  can  do  —  two  animals  she  can  imitate  —  two  things 
she  loves  to  do. 

II.  What  she  likes:  how  nicely  she  cleans  out 
a  walnut. 

III.  How  WE  DRESS  HER  UP:  struts — proud  lady 
—  thinks  her  own. 

IV.  Her  naughty  trick  on  Miss  Doll. 


Third  Reader.  25 


LESSON    III. 
Suppose.         ,    , 
plSa§'ant-er  ear'nest 


Suppose,  my  little  lady, 

Your  doll  should  break  her  head. 
Could  you  make  it  whole  by  crying 

Till  your  eyes  and  nose  are  red? 
And  wouldn't  it  be  pleasanter 

To  treat  it  as  a  joke ; 
And  say  you're  glad  'twas  Dolly's 

And  not  your  head  that  broke? 

II. 

Suppose  your  task,  my  little  man, 

Is  very  hard  to  get: 
Will  it  make  it  any  easier 

For  you  to  sit  and  fret? 
And  wouldn't  it  be  wiser 

Than  waiting  like  a  dunce, 
To  go  to  Avork  in ,  earnest, 

And  learn  the  thing  at  once? 


Let  the  girCs  copy  the  first  verse,  and  the  boys  the  second. 


26  Third  Reader. 


LESSON    IV. 
f       How   Two    Men    spoke   the    Same   WordSu 

blithe  iv\ibV\y  drawling  leaned 

'\?ouths  wheth'er  de-sired'  bmu'ti-ful 

wea'ry  ^ptir'ple  jour'ney  de-li^At'ful 

wea'ried  de-pends'  an'si(;ered  in'ter-est-ed 

PREPARATORY     DICTATION. 

1.  Let  us  walk  no  farther ;  you  are  tired,  and  I  am 
very  weary.  —  2.  We  have  traveled  far  —  the  journey 
was  a  long  one. —  3.  Hear  the  birds  sing!  How  joyful 
and  blithe  they  are !  What  delightful  music !  —  4.  What 
do  you  wish,  sir  ?  I  desire  to  see  your  father.  —  5.  I 
could  hear  you  read  Robinson  Crusoe  all  day,  I  am  so 
interested  in  the  story. 


/•  ■■  :'       Gl^ 


1.  Once  on  a  time  two  young  men  went  forth 
to  visit  a  fair  land  far  away. 

2.  One  of  these  youths  loved  all  that  is  beauti- 
ful in  field  and  forest,  sky  and  stream.  Every 
day  he  learned  something  that  interested  and 
charmed  him.  « 

3.  The  other  gave  little  heed  to  what  he  saw. 
He  went  to  the  far-off  land  only  to  pass  the  time 
away. 

4.  When   these  two  young  men   came  home 


Third  Be  a  dee.  27 


from  their  journey,  all  their  friends  desired  to 
know  what  they  had  seen. 

-  6.  First  they  went  to  see  Ronald,  the  youth 
who  gave  little  heed  to  things.  ''Come,  Ronald," 
said  his  friends,  ''  tell  us  what  you  saw  in  the 
far-oft'  land." 

6.  ^'0,  I  can't  say  I  saw  much,"  answered 
Ronald,  as  he  leaned  back  in  his  chair,  look- 
ing  weary  and  bored.  Then  in  a  drawling  tone 
he  said,  ''I  saw  erreen  trees  —  blue  skies  — 
hills  —  plains  —  streams  —  birds  —  and 
flowers."  i 

7.  "  What  a  dull,  dull  time  you  must  have 
had !  I  am  glad  I  was  not  with  you,"  said  one 
of  his  friends.  And,  indeed,  every  one  in  the 
room  felt  the  same  way,  for  his  words  fell  cold 
on  their  ears.  They  brought  to  mind  no  bright 
pictures  or  joyful  thoughts. 

8.  Just  then  Ernest,  the  youth  who  loved  all 
that  is  beautiful,  came  into  the  room.  ''  Come, 
Ernest,"  said  his  friends,  "  tell  us  what  you  saw 
in  the  far-off  land." 

9.  "  Indeed  I  will,"  answered  Ernest,  with 
blithe  voice  and  beaming  eyes.  "  I  saw  a  great 
deal.  I  saw  green  trees !  blue  skies !  hills ! 
plains !   streams !    birds !    and  flowers  1 " 


28  Third  Reader. 


10.  Ernest  spoke  the  words  as  though  the 
very  things  were  before  his  eyes.  They  brought 
up  bright  pictures  and  joyful  thoughts;  and 
it  seemed  to  his  friends  that  they  could  see  the 
rippling  streams  and  purple  hills,  and  hear  the 
wild  notes  of  forest  birds. 

11.  '^  What  a  delightful  time  you  must  have 
had  !  "  cried  all  his  friends.  ''  We  wish  we  had 
been  with  you." 

12.  Scholars,  is  there  not  something  for  us  to 
learn  from  this  story?  Yes,  I  think  there  is  a 
great  deal  to  learn. 

13.  The  very  same  words  may  mean  little  or 
may  mean  much ;  and  whether  they  mean 
much  or  little  depends  wholly  on  the  way  you 
read  them. 

14.  Did  not  Ronald  and  Ernest  speak  the  very 
same  words?  They  did.  But  as  Ronald  spoke 
them  they  chilled  and  wearied,  while  as  Ernest 
spoke  them  they  warmed  and  pleased  those  who 
heard  them. 

15.  So  it  will  be  with  your  reading.  If  you 
take  an  interest  in  the  piece  or  the  poem,  if 
you  study  it  so  as  to  feel  its  meaning,  and  if 
then  you  read  it  so  as  to  make  others  feel  its 
meaning  too,  you  will  read  well. 


Third  Reader.  29 


LANGUAGE    LESSON. 

What  word  in  paragraph  2  means  the  same  as  woods  f 

What  word  in  paragraph  4  means  the  same  as  travels  f 

What  word  in  paragraph  6  means  the  same  as  re- 
plied? 

What  word  in  paragraph  9  means  the  same  as  joy- 
ful ?    As  sparkling  f 

What  word  in   paragraph   13   means  the   same   as 
entirely  f  

Copy  this  sentence,  putting  in  quotation  marks  at  the 
proper  places:  — 

Come,  Ronald,  said  his  friends,  tell  us  what  you  saw 
in  the  far-off  land. 


LESSON     V 


Walnut-Hunting, 
eot'tage"  shoe'less  warnut 

1.   Three  pretty  children  in  the  road 
Before  the  cottage  door : 
Two  pretty  children  in  the  yard 
Make  just  two  children  more. 


30 


Third  Reader. 


2.   Three  in  the  road,  two  in  the  yard ; 
And  three  and  two  are  five  : 
We  all  could  be  so  good  and  sweet 
If  we  would  only  strive. 


^■.-r-vr^ 


.'Lr(*^\>x-~. 


3.   There's  Diet,  and  Rob,  and  little  Nell, 
And  Kate  and  Willie  Bunting: 
Was  e'er^  before  such  a  fine  crowd  seen 
Going  a  walnut-hunting? 


ever. 


Third  Reader. 


31 


4.  Two  dirty  children  on  the  fence, 

Two  sitting  on  the  ground  : 
A  shoeless  child  playing  in  the  stream  ■ 
Let's  hope  lie  won't  get  drowned. 

5.  Two  on  the  ground,  two  on  the  fence; 

Two  twos  and  one  are  five : 
Perhaps  we  all  could  be  like  them, 
But  hard  we'd  have  to  strive. 


6.   It's  Dick,  and  Rob,  and  little  Nell, 
And  Kate  and  Willie  Bunting: 
Did  you  e'er  before  see  such  a  crowd 
Come  home  from  a  walnut-hunting? 


32  Third  Reader. 


LESSON    VI. 

The  First  Ch 

ristmas  Tree. 

bench 

€hris^'mas 

stran'ger      log'-e^b-in 

lad'en 

per'ma-ny 

re-turned'    day'-br^ak 

htin'ger 

shiv'er-ing 

fir'- tree       wak'ened 

PREPARATORY     DICTATION. 


1.  How  many  pupils  sit  on  the  front  bench? — 2.  Ger- 
many is  the  home  of  the  German  people.  —  3.  Pine- 
trees  2i\\di  fir-trees  are  called  evergreens. — 4.  Santa  Claus 
returned  last  Christmas.  —  5.  His  sleigh  was  laden  down 
with  presents,  —  6.  The  half-frozen,  shivering  children 
were  wakened  by  hunger  before  day-break. 


1.  Is  this  story  quite  true  ?  I  do  not  know ; 
but  it  is  a  pretty  story,  and  it  teaches  us  to  be 
kind  to  those  who  are  in  want. 

2.  Long  ago,  in  a  land  beyond  the  sea  —  in 
the  land  called  Germany  —  lived  a  poor  wood- 
cutter. His  home  was  a  log-cabin  near  a  great 
forest.  Here  he  lived  with  his  wife  and  two 
children,  named  Henry  and  May. 

3.  One  Christmas  eve  the  children  were  sit- 
ting with  their  father  and  mother  before  the 
bright  warm   fire.     They  were   happy   as   they 


Third  Reader.  33 


sat  and  talked ;  but  out  of  doors  the  wind  blew 
sharp,  and  the  snow  lay  deep  on  the  ground. 

4.  "  Do  you  know,  Henry,  why  we  say  Christ- 
mas? " 

5.  ''  Yes,  father :  because  Christ  was  born  on 
Christmas  day." 

6.  Just  then  they  heard  a  little  tapping  at 
the  window,  and  a  child's  voice  said,  "  O, 
let  me  in  !  I  have  no  home,  and  I  am  very 
cold.     I  shall  die  of  hunger  if  you  do  not  let 


me  in." 


7.  The  children  ran  to  the  door,  and  opened 
it,  saying,  "  Come  in,  poor  child  !  " 

8.  The  little  shivering  stranger  came  in.  The 
children  warmed  his  frozen  hands  and  feet. 
They  gave  him  part  of  their  supper.  It  was 
only  coarse  black  bread,  but  it  was  all  they  had. 
Then  they  put  the  tired  child  in  their  own 
warm  bed,  while  they  lay  down  on  a  bench 
before  the  fire. 

9.  At  day-break  Henry  and  May  were  wakened 
by  the  sound  of  sweet  music.  Going  to  the 
window  to  see  who  was  making  the  music,  they 
saw^  a  band  of  beautiful  children  dressed  in 
white,  with  golden  harps  in  their  hands. 

10.  You  may  guess  that  they  wondered  very 


34  Third  Reader. 


much,  and  thought  these  cliiklren  must  be 
angels.  But  they  wondered  still  more  when 
they  saw  the  little  stranger  standing  before 
them,  dressed  in  white  robes,  with  a  golden 
crown  on  his  head. 

11.  "  Dear  children,"  he  said,  "  I  came  to  your 
door,  and  told  you  I  had  no  home,  and  w^as  cold 
and  hungry.  You  took  me  in.  You  gave  me 
food.  You  put  me  in  your  own  bed.  Now^  I 
have  returned  to  thank  and  bless  you  for  the 
love  you  show^ed  me." 

12.  A  fir-tree  grew  near  the  house.  It 'is  said 
that  he  broke  off  a  twig,  and  planted  it  in  the 
ground,  saying,  ''  This  twig  shall  grow  into  a 
tree,  and  everv  vear  at  this  time  it  shall  be 
laden  with  good  things  for  all  children  w^ho 
have  loving  hearts  like  you." 

13.  When  the  next  merry  Christmas  comes, 
will  you  not  think  of  this  story  of  the  first 
Christmas  tree? 

— •  m  ■•■  ■ 

HEADS     FOR    COMPOSITION. 

I.  Persons  and  scene  of  the  story:  woodcutter 
and  wife  —  names  of  children  —  where  they  lived. 

II.  Christmas  eve:  indoors  and  out  of  doors  — 
fireside  picture. 


Third  Reader.  86 


III.  Coming  of  the  little  stranger:   tapping  — 
saying  —  children's  invitation. 

IV.  How  HE  WAS  welcomed  :  supper  —  bed. 

V.  What  wakened   Henry   and   May:   music  — 
child-band  —  little  stranger. 

VI.  What   the    little    stranger    said:    had   no 
home  —  took  me  in  —  come  back  to  bless. 

VII.  First  Christmas  tree. 


LESSON    VII. 
The   Swing. 

5ak  leafy  down'ward§ 

o'er  (o'ver)        set'tk  plea§'ant-ly 

hough  upVardg  bil'low-y 

1.  Merrily  goes  the  swing 

Under  the  old  oak-tree : 
Now  we  go  up,  and  now  we  go  down ; 
Happy  as  birds  are  we. 

2.  Pleasantly  comes  the  breeze, 

Fanning  my  cheek  and  brow  : 
Pleasantly  breaks  the  light 

Down  through  the  leafy  bough. 


36  Third  Reader. 


3.  Just  like  a  bird  on  the  wing, 

Just  like  a  cloud  in  the  sky, 
Upwards  I  mount,  and  downwards  I  sink 
Backwards  and  forwards  I  fly. 

4.  Now  for  a  good  toss  up, 

Next  time  I'll  touch  the  tree: 
0,  it's  as  good  as  a  sail 
Over  the  billowv  sea. 

5.  Now  let  me  settle  down, 

f^  Like  the  sea  when  storms  are  o'er. 
Lower  and  lower  yet, 

Till  at  last  I  touch  the  shore. 


LANGUAGE    LESSON. 

Arrange  the  words  of  the  first  verse  as  you  would 
speak  them  if  you  were  making  the  statements  {prose 
order'^),  —  thus:  "The  swing  goes  merrily  under  the 
old  oak-tree.  Now  w^e  go  up,  and  now  we  go  down. 
We  are  as  happy  as  birds." 

Change  in  the  same  wav  the  words  of  the  second 
verse.  


What  word  rhymes  with  browf     With  sky  f     With 
tree  ?    With  o'er  9 


1  Teacher.  —  See  Suggestions. 


Third  Reader. 


37 


LESSON    VIII 

Bright 

Examples. 

DANIEL   WEBSTER'S    FIRST 

CASE. 

won 

law§ 

a-gree' 

Dan'iel  (-yel) 

plea 

law'yer 

paused 

E-ze'ki-el 

eru'el 

hitb'it 

€ase 

ereat'ure 

€0i6rt 

mer^gy 

nat'ure 

Avoocrchuck 

PREPARATORY     DICTATION. 


1.  "  Next ! "  said  the  teacher,  and  Jane  paused.  — 
2.  The  lawyer  made  a  speech  in  the  court.  —  3.  He  icon 
the  case  by  his  plea.  —  4.  A  cruel  man  shows  no  mercy 
to  dumb  creatures.  He  has  such  a  habit  of  treating 
them  ill  that  it  is  his  nature  to  do  so.  —  5.  Daniel 
thought  one  thing,  Ezekiel  thought  another  —  they 
could  not  agree.  

1.  You  have  all  heard  the  name  of  Daniel 
Webster,  the  greatest  lawyer  that  ever  lived  in 
our  country.  Some  day  you  may  read  his 
speeches ;  and  then  you  will  learn  how  well  he 
could  speak  before  a  judge  when  a  man  was 
tried  for  his  life,  or  when  any  other  great  case 
was  in  court. 

2.  I  am  going  to  tell  you  about  Webster's  first 


38  Thirb  Reader. 


case.     It  was  his  very  first,  for  Daniel  was  at 
this  time  only  ten  years  old. 

3.  Webster's  father  was  a  poor  farmer ;  and 
besides  Daniel  he  had  an  older  son,  Ezekiel. 
Both  boys  used  to  help  in  the  farm  work. 

4.  One  day  Ezekiel  set  a  trap  to.  catch  a  wood- 
chuck  which  had  for  a  long  time  been  stealing 
his  breakfasts  from  the  garden  of  the  Websters. 
At  last  the  woodchuck  was  caught. 

5.  ''  Now,"  cried  Ezekiel,  ''  we'll  kill  the  thief. 
You've  done  harm  enough  to  die,  Mr.  Wood- 
chuck  ;  and  die  you  shall !  " 

6.  Daniel,  who  had  a  kind  heart,  begged  his 
brother  not  to  kill  the  poor  thing,  but  to  take 
him  into  the  woods,  and  let  him  go.  Ezekiel 
would  not  do  this ;  and  so,  as  they  could  not 
agree,  the  two  lads  went  to  their  father,  and 
asked  him  what  should  be  done. 

7.  "  Well,"  said  old  Mr.  Webster,  ''  here  is  the 
prisoner:  let  us  try  him  for  his  life.  You, 
Ezekiel,  shall  be  lawyer  against  him ;  and  you, 
Daniel,  shall  be  lawyer  for  him.  You  may  both 
speak.     I  will  be  the  judge." 

8.  Ezekiel  began.  He  spoke  about  the  harm 
the  woodchuck  had  done  in  the  garden.  He 
told  how  much  time  and  trouble  it  took  to  catch 


Third  Reader.  39 


him.  He  asked  if  the  prisoner  would  not  surely 
take  to  his  bad  habit  again  if  they  should  let 
liim  go.  And  he  ended  with  these  words:  "The 
prisoner  must  die ;  and,  to  pay  for  the  harm  he 
has  done,  let  us  sell  his  skin !  " 

9.  Ezekiel  spoke  Avell,  and  old  Mr.  Webster 
seemed  to  think  he  was  right.  However,  he 
turned  to  his  younger  son,  and  said,  ''  I'll  hear 
now  what  you  have  to  say,  Daniel." 

10.  Daniel  was  very  much  afraid  that  his 
brother  had  won  the  case.  But,  seeing  the  poor 
woodchuck  trembling  in  his  prison,  the  boy's 
breast  swelled  with  pity.  Looking  the  judge 
full  in  the  face  with  his  deep  black  eyes,  Daniel 
began :  — 

11.  ''  Ezekiel  has  spoken  well,  but  he  forgets 
some  things.  I  say  that  the  woodchuck  has  a 
right  to  life,  to  food,  and  to  freedom.  God  made 
him  to  live  in  the  bright  sunshine,  in  the  free 
fields  and  woods. 

12.  ''  He  is  not  like  the  cruel  fox,  for  he  kills 
nothing.  He  only  eats  a  little  of  our  corn,  and 
I  am  sure  we  have  plenty.  Has  he  taken  any 
thing  but  the  little  food  he  needed  to  keep  him 
alive  ?  And  is  not  that  food  as  sweet  to  him  as 
the  food  on  Mother's  table  is  to  us? 


40 


Third  Header. 


13.  '•  You  can't 
say  that  he  has 
broken  the  hiws,  as 
men  often  do  :  he 
has  only  done  what 
it  is  his  nature  to 
do.  How,  then,  can 
you  blame  him? 
Look  at  the  pooi- 
dumb,  t  r  e  m  b  1  i  n  g 
creature,  and  answer 


Third  Reader.  41 


me   this .    How  dare   you    take   away  that   life 
which  you  can  never  give  back  again?" 

14.  Daniel  paused.  There  were  tears  in  his 
father's  eyes,  —  tears  that  rolled  down  his  sun- 
burnt cheeks.  The  plea  for  mercy  had  touched 
the  old  man's  heart ;  and,  forgetting  that  he 
was  the  ''judge,"  he  started  up,  and  cried  in  a 
loud  voice,  "  Zeke,  Zeke,  yoit  let  that  icoodchuck 
go  !  " 

15.  Boys  and  girls,  if  you  are  ever  tempted  to 
tease  or  hurt  a  poor  dumb  creature,  remember 
Daniel  Webster's  first  case.  Think  of  his  words 
of  mercy,  and  ''  let  the  woodchuck  go." 


HEADS    FOR    COMPOSITION. 

I.  Subject  of  the  story:  the  woodchuck  —  what 
it  had  been  doing  —  how  caught. 

II.  Disagreement  of  the  boys:  what  Ezekiel  pro- 
posed —  what  Daniel  proposed  —  the  father's  decision. 

III.  Ezekiel's  speech  :  complaints  against  prisoner 
—  must  die. 

IV.  Daniel's    speech  :    the   woodchuck's   rights  — 
the  little  harm  he  did  —  Daniel's  question. 

V.  Effect    on    the    father  :    plea   for   mercy  — 
forgets  the  "judge"  —  cries  out. 

VI.  Lesson  from  the  story. 


42  Tuini)  Header. 


LESSON 

IX. 

Two 

Little  Deeds  of  Kin 

idness. 

sheaf 

etis'tom 

€on-tained' 

sheave§ 

bar'gain 

1 

peage 

Lon'don 

thought'M 

en-joy' 

sSv'er-al 

pleas'ure 

PREPARATORY    DICTATION. 

1.  Stalks  of  grain  fastened  together  in  a  bundle  are 
called  a  sheaf.  —  2.  I  have  books,  pencils,  and  rubber 
in  my  desk,  —  several  things.  —  3.  When  the  war  was 
ended,  ^eace  came.  —  4.  You  wish  to  buy,  I  wish  to  sell 
—  let  us  make  a  bargain.  —  5.  He  used  always  to  sit 
in  the  orchard  of  an  afternoon,  —  it  was  his  custom. 

I. 

1.  Some  time  ago  I  was  traveling  in  Norway. 
As  I  passed  the  farm-houses  I  noticed  that  there 
was  a  tall  pole  fastened  on  the  roof  of  every 
barn,  and  on  the  pole  was  tied  a  little  sheaf  of 
wheat.     What  do  you  think  it  was  for? 

2.  For  a  long  Avhile  I  could  not  guess,  so  at 
last  I  asked  the  reason.  A  lady  told  me  that 
the  sheaves  were  put  up  at  Christmas  time  each 
year,   so   that   the   birds   might   have   a   merry 


Third  Reader.  43 


g/T/'Vt' 


Christmas.      ^'  Each   year,"   said   she,   ''  the  old 
sheaf  is  taken  down,  and  a  fresh  one  put  up." 

3.  \\liat  a  pretty  custom !  And  how  kind 
and  thoughtful !  For  in  that  country  the  winter 
is  very  long,  and  the  snow  lies  on  the  ground  for 
eight  or  nine  months :  so  the  poor  little  birds 
have  hard  work  to  pick  up  food.  But  by  this 
kind  act  the  birds,  too,  have  a  little  brightness 
at  Christmas.  They  have  a  Christmas  tree  all 
to  themselves. 

4.  What  a  pleasure  it  must  be  to  the  boys  and 
girls  to  make  ready  this  feast  for  their  little 
feathered  friends! 

II. 

5.  There  was  once  an  English  sailor  Avho  had 
been  taken  prisoner  when  the  French  and  the 
English  were  at  war.  For  several  years  he  was 
shut  up  m  a  French  prison ;  but  at  last  peace 
came,  and  he  was  set  free. 

6.  One  day,  as  he  was  walking  in  one  of  the 
streets  of  London,  he  met  a  man  carrying  a 
large  cage,  in  which  were  many  birds  that  he 
had  for  sale. 

7.  "  How  much  do  you  want  for  these  birds, 
cage  and  all?"  he  asked. 


44  Third  Header. 


8.  ''  Five  pounds,"  replied  the  bird  seller. 

9.  "  Well,  it's  a  bargain !  "  said  Jack.  So  he 
bought  the  cage,  with  all  the  birds  it  contained. 

10.  The  bird  seller  wondered  what  he  could 
want  with  so  many  birds;  and  he  wondered  still 
more  when  he  saw  the  sailor  open  the  cage,  and 
let  them  all  fly  away  one  by  one. 

11.  "  Dear  me,  sir  !  What  makes  you  do  such 
a  foolish  thing  as  that  ?  "  asked  the  bird  seller. 

12.  ''  Let  me  tell  you,"  said  Jack,  ''  that,  if  you 
had  been  shut  up  in  a  prison  as  long  as  I  have, 
you  would  enjoy  seeing  these  birds  set  free  as 
much  as  I  do." 

LANGUAGE    LESSON. 

Copy  three  exclamations^  in  the  first  story. 


Change  these  statements  so  that  they  may  speak  of 
more  than  one  (plm^aP):  thus, — 

The  sheaves  ivere  put  up  at  Christmas  time. 

The  sheaf  was  put  up  at  Christmas  time. 

The  little  bird  has  a  Christmas  tree  all  to  itself. 

The  old  sheaf  is  taken  down. 

1  See  Suggestions.  ^  gee  Suggestions. 


Thiiw  Reader.  45 


LESSON   X. 
One  Trick  that  was  worth  a  Hundred. 

blast  horn  elev'er  sack'ful 

pack  reach  yelp'ing       non'sense 

PREPARATORY    DICTATION. 

1.  How  many  yelping  dogs  are  in  the  pack  ?  Nine, 
in  the  picture.  —  2.  Words  of  no  sense  are  nonsense.  — 
3.  The  pig  is  stupid,  but  the  parrot  is  clever  and  smart. 
—  4.  Blow  the  trumpet  loud,  sound  a  blast  upon  the 
liorn !  

1.  Mr.  Fox  one  day  met  his  friend  the  Cat,  and 
said  to  her,  ''  You  think  that  you  can  do  a  great 
deal,  but  you  are  not  so  sly  as  I  am.  I  have  ten 
times  ten  tricks  in  a  sack  :  so  you  may  be  sure 
that,  when  the  hounds  come,  they  will  not  be 
clever  enough  to  catch  me." 

2.  "  As  for  poor  me,"  said  the  cat,  ''  I  have  but 
one  trick.  Still,  do  you  know,  I  rather  think 
that,  when  the  time  comes  to  try  it,  my  one 
trick  will  be  as  good  as  your  sackful." 

3.  " Nonsense,  nonsense! "  cried  the  fox.  ''Well, 
we'll  see,"  said  the  cat. 

4.  Just  then  they  heard  the  blast  of  a  horn,  and 


46 


Third  Reader. 


up  came  a  pack  of  hounds 
barking  and  yelping. 

5.  "  Search  well  in  your 
sack,  friend,"  cried  the  cat 
to  the  fox;  ''for  you  will 
need  all  your  tricks  now. 
As  for  me,  look :  this  is 
my  one  trick." 


^ Xa^i 


6.  As  she  said  these  words  she  ran  up  a  high 
tree,  quite  out  of  reach  of  the  hounds. 

7.  From  the  top  of  the  tree  she  saw  the  sly 
fox  run,  first  this  way,  and  then  that  way,  till  he 
had  tried  all  his  tricks. 


Third  Reader.  ,  47 


8.  But  it  was  of  no  use  :  wherever  he  went  the 
hounds  went  too,  and  at  last  they  caught  him. 

9.  ''Ah  !  "  said  the  cat,  "  I  see  that  one  good 
trick  is  worth  more  than  ten  times  ten  poor 
ones." 


LESSON    XI 
Home  Pets. 


THE  LITTLE  NUT-EATER.  -  Part  I. 

JDrisk  sulk'y         dain'tie§        ^naw 

r5mp  s€ilr'ry        kern'el  shoi6Fder^ 


PREPARATORY    DICTATION. 

1.  See  the  kittens  frisk  and  leap  and  romp! — 2.  Now 
they  hurry,  now  they  scurry.  —  3.  How  brisk  and  lively 
and  gay  !  —  4.  But  Tabby  will  not  play  —  she  is  sulky. 
—  5.  Crack  the  nut-shell,  strip  off  the  corn-husk !  See 
the  sweet  kernel ! 

1.  Is  there  any  boy  who  would  not  like  to  own 
a  pet  squirrel?  What  a  pretty  creature  he  is, 
with  his  brisk,  lively  movements,  his  full,  bright 
eyes,  and  his  soft,  bushy  tail ! 

2.  Yes,  a  tame  squirrel  is  a  very  pretty  little 
playmate.     If  very  tame,  he  will  romp  with  his 


48 


Third  Reader. 


young  master,  jump  on  his  shoulders/perch  on 
his  head,  and  poke  his  little  nose  into  his  pocket 
in  search  of  dainties. 

3.  But  if  ever  you  own  a  pet  squirrel,  and 
you  want   him  to  be   happy  and  playful,  you 

r    ^  _— ™ must  give  him  all  the 

freedom  vou  can.  A 
]  large  cage  with  a  wheel 
I  to  scurry  about  in  is 
a  good  home  for  him ; 
and  if  you  can  keep 
the  cage  in  an  empty 
room,  or  in  the  garret, 
where  your  pet  can 
leap  about  and  play 
freely,  that  is  the  best 
place  for  him. 

4.  If  vou  have  ever 
had  such  a  charming  playfellow,  you  know  how 
fast  he  can  scamper  round  in  the  wheel.  The 
little  fellow  works  pretty  hard  at  it,  and  the 
whirling  wheel  seems  to  join  in  the  sport. 

5.  Sometimes  two  or  three  squirrels  are  kept 
in  one  very  large  cage  with  two  wheels,  one  on 
each  side  of  the  house  they  live  in.  It  is  pleas- 
ant to  feed  them  when  they  are  tame  enough  to 


Third  Reader.  49 


take  food  from  the  hand.     Crackers,  sugar,  and 
all  kinds  of  nuts,  are  the  things  they  like  best. 

6.  It  is  a  pretty  sight  to  see  a  squirrel  sit  up 
like  a  poodle,  curl  his  beautiful  feathery  tail 
over  his  back,  and  gnaw  his  way  through  the 
hard  shell  of  a  nut,  to  get  the  sweet  kernel. 

7.  How  saucy  he  looks !  What  hard,  sharp 
teeth  he  must  have,  and  what  patience  too ! 
But,  patient  as  he  is,  he  is  sadly  vexed  if  he 
clrops  thejiut  out  of  his  reach,  or  if  he  is  teased 
or  ill-t^qated.  Then  he  chatters  angrily,  and 
hides  fiimself,  and  for  a  while  is  very  sulky. 


LESSON 

XII. 

Home   Pets. 

THE 

LITTLE   NUT-EATER. 

-Part  II. 

store§ 

bush'el 

(/nawed 

weigh^ 

€rev'ig-e§ 

home'sick 

nooks 

sen'si-ble 

iir-tem-per 

■ed 

PREPARATORY     DICTATION. 


1.  The  magpie  hides  things  away  in  holes  and  crev- 
ices, nooks   and    corners.  —  2.  She   lays   them   by,  she 


50  Third  Reader. 


stores  them  away.  —  3.  Is  a  cross  person  good-natured, 
or  ill-tempered  f  —  4.  Is  a  Ibolish  person  silly,  or  sen- 
sible f  

1.  I  once  had  a  tame  squirrel.  He  was  a 
great  favorite.  Everybody  liked  and  petted 
him,  and  that  Spoiled  him. 

2.  He  was  always  in  some  mischief  or  other. 
Although  I  gave  him  the  daintiest  food  every 
day,  he  used  to  gnaw  holes  in  our  bags  of  flour 
and  meal  whenever  he  could  find  a  chance. 
You  would  have  laughed  to  see  him  scamper- 
ing about,  white  as  snow  with  the  flour  he  had 
wasted !      , 

3.  One  October  my  brother  and  I  gathered  a 
good  many  nuts.  We  had  at  least  half  a  bushel 
of  them  nailed  up  in  a  box,  and  stored  away  in 
the  e-arret  to  drv.  ' 

O  KJ 

4.  When  the  time  came  for  eating  them,  we 
opened  the  box.  Not  a  single  nut  was  in  it  I 
The  rogue  of  a  squirrel  had  gnawed  a  hole  in 
the  side  of  the  box,  and  carried  them  off',  every 
one. 

5.  What  do  vou  think  he  had  done  with 
them?  I  v/ill  tell  you.  He  had  gnawed  a  hole 
in  the  floor  large  enough  to  let  himself  in,  and 
had   hidden  awav  all  the  nuts   for   iiimself  in 


Third  Reader. 


51 


b^'4  ^<     ^^}i> 


nooks  and  corners,  where  we  could  not  get  at 

them. 

» 

6.  The  wild  squirrel  lays  by  nuts  for  the 
winter  in  all  sorts  of  holes  and  crevices.  Often 
he  stores  them  away  in  the  hollow  tree,  where 
he  has  his  cozy  home  in  the  cold  weather. 

7.  The  wise  little  fellow  never  keeps  a  bad 
nut.  He  weighs  each  nut  in  his  paw ;  and, 
if  it  seems  too  light  to  be  good,  he  throws  it 
away. 

8.  Squirrels  are  sometimes  caught  in  traps ; 
but  very  young  ones,  when  a  nest  of  them  can 
be  found,  make  the  best  pets.  These  little  ones 
have  never  scampered  and  played  about  in  the 
trees  as  the  trapped  ones  have,  and  so  are  never 


52 


Third  Reafer. 


liomesick  and  ill-tempered,  thinking  about  the 
freedom  of  the  woods. 

9.  A  gay  house  witli  a  shining  wheel,  and 
plent\  to  eat,  are  wortli  having;  and  all  sensible 
pet  squirrels  must  think  so. 


LANGUAGE     LESSON. 

Copy  the  name  of  a  month  in  paragraph  3. 


Copy  two  action-words^  in  paragraph  1. 

Copy  six  name-words'-^  in  paragraph  2. 

Rule  paper  like  the  model,  and  write  the  name- words 
so  that  they  shall  mean  more  than  one  :  — 


ONE. 

MORE   THAN    ONE. 

squirrel 
brother 
wheel 
nook 
-hole 
dainty 

squirrels 

1  Teacher. — See  Suggestions. 

2  See  Suggestions. 


\ 


Third  Reader.  53 


LESSON    XIII. 
Guess. 

ricl'dle  lin'ger  beam 

1.  I  see  two  lilies,  white  as  snow, 
That  mother  loves  and  kisses  so; 
Dearer  they  are  than  gold  or  lands  : 
Guess  me  the  lilies : 

Baby's  hands ! 

2.  I  know  a  rose  bud  fairer  far 
Than  any  buds  of  summer  are ; 
Sweeter  than  sweet  winds  of  the  south : 
Guess  me  the  rose  bud : 

Baby's  mouth  ! 

3.  I've  found  a  place  where  shines  the  sun: 
Yes,  long,  long  after  day  is  done ; 

O,  how  it  loves  to  linger  there ! 
Guess  me  the  sunshine  : 

Baby's  hair! 

4.  There  are  two  windows  where  I  see 
My  own  glad  face  peep  out  at  me ; 
These  windows  beam  like  June's  own  skies 
Guess  me  the  riddle : 

Baby's  eyes! 


54  Third  Reader. 


LANGUAGE    LESSON. 

Copy  these  questions,  and  write  the  answers 

Question.  —  What  are  the  lilies  ? 

Anm)er.  —  The  lilies  are  Baby's  hands. 

Question.  —  What  is  the  rose  bud  ? 
Question.  —  What  is  the  sunshine? 
Question.  —  What  are  the  windows? 


LESSON    XIV. 


f\ 


V 


}\\»  >^.Vr. 


Cracking  Nuts. 


i;M'dy  se'^^i-ous  Rev-o-lu'tion 

prat'tle  foiir'seore         sdFdier  (-jer) 

fort'une  hick'o-ry  de-lf  cioiis  (-hsh'us) 


PREPARATORY     DICTATION. 


1.  Frank  told  a  funny  story.  Robert  laughed,  but 
thoughtful  Thomas  looked  yery  serious.  —  2.  The  ruddy 
strawberry  is  a  delicious  fruit.  —  3.  The  children  are 
talking  softly,  —  let  us  listen  to  their  prattle. 


1.  Isn't  it  fun,  boys,  to  sit  by  the  fire,  on  a 
winter  night,  and  crack  hickory-nuts? 

2.  Perhaps    you    have   a    garretful    of   them, 
gathered  last  October.     So  now,  when  the  snow 


Third  Reader.  55 


is  drifting  deep  and  the  wind  is  whistling  loud, 
you  sit  around  the  great  open  fire-place,  and 
crack  the  sweet,  delicious  nuts. 

3.  Eat  all  you  can ;  eat  on,  eat  on,  for  Kate 
or  Fanny  will  fill  up  your  plate  whenever  it 
is  empty  : 

While  the  hammer  goes  whack,  whack,  whack  1 

At  a  rattling  pace,' 

On  the  fiat-iron's  face, 
The  hickory-nuts  to  crack. 

4.  Isn't  it  fun,  girls,  to  sit  in  the  ruddy  light 
of  the  bright  fire,  and  try  to  read  your  fortune 
in  the  flame? 

While  the  hammer  goes  whack,  whack,  whack ! 

At  a  rattling  pace. 

On  the  flat-iron's  face, 
The  hickory-nuts  to  crack. 

5.  In  his  arm-chair  sits  dear  old  grandpa,  tell- 
ing stories  of  the  time  when  he  was  a  young- 
soldier  bold,  in  the  old  days  of  the  Revolution. 
How  well  he  tells  his  stories,  and  how  we  all 
laugh  when  he  cracks  a  good  joke ! 

6.  And  how  dear  old  grandma,  as  she  sits 
knitting  in  Aer  arm-chair,  tries  to  look  serious! 


56  Thibd  Reader. 


But  she  can't;  for,  although  she  has  heard  the 
joke  fourscore  times  and  more,  it  is  so  good 
that  she  must  laugh  too : 

While  the  hammer  goes  whack,  whack,  whack ! 

At  a  rattling  pace. 

On  the  flat-iron's  face. 
The  hickory-nuts  to  crack. 

7.  Yes,  boys  and  girls,  there  is  no  better  fun 
than  to  gather  around  the  fire  on  a  long*  winter 
evening,  and  sing,  and  laugh,  and  prattle  with 
those  we  love, 

While  tiie  hammer  goes  whack,  whack,  whack ! 

At  a  rattling  pace. 

On  the  flat-iron's  face, 
The  hickory-nuts  to  crack. 


•  ■ 


LANGUAGE    LESSON. 

Copy,  and  fill  in  quality- words  ^ :  thus,  — 
The  nuts  are  sweet  and  delicious. 

The  nuts  are (Paragraph  2.) 

The  light  is and  the  fire  is (Paragraph  4. 

Grandpa  was  a ,  soldier.     (Paragraph  5.) 

Grandma  tries  to  look (Paragrapli  6.) 

1  Teachek. — See  Suggestions. 


Third  Reader.  57 


LESSON    XV. 
Bright  Examples. 

THE   DAUGHTER  OF   THE   LIGHT-HOUSE. -Part   I. 


is'lets 

e-re€t'ed 

tow'er 

€ap'tain§ 

inain'-land 

ciaay 

a-mu§e' 

d^iigh'iQY 

triist'y 

faitlVful 

England  (ing'gland) 

PREPARATORY     DICTATION. 

1.  Robert  sailed  from  the  little  isle  to  the  shore.  It 
was  two  miles  from  the  islet  to  the  main-land.  —  2. 
When  the  factory  was  building,  a  great  chimney  was 
erected  at  one  corner.  —  3.  Be  faithful  and  trusty,  —  do 
your  whole  duty  ! 

1.  What  is  a  light-house  ?  It  is  a  building  in 
the  shape  of  a  great  round  chimney  or  tower. 
Inside,  stairs  lead  up  to  the  top,  which  is  a  kind 
of  glass  room,  or  great  lantern.  In  this  a  very 
bright  light  is  kept  burning  all  night. 

2.  Light-houses  are  erected  on  the  sea-shore, 
or  on  rocky  islets  near  it.  Their  use  is  to  warn 
captains  of  vessels  that  they  must  not  sail  too 
near,  lest  their  ships  should  be  dashed  in  pieces 
on  the  rocks  or  driven  on  the  sands. 


58  TuiiiD  Reader. 


3.  And  wlio  keeps  the  light  burning?  The 
liglit-house  keeper. 

4.  A  light-house  keeper  must  be  a  faithful, 
trusty  man.  He  must  be  sure  that  the  lamp  is 
lighted  every  night,  —  that  every  night  it  throws 
its  warning  far  out  over  the  dark  sea.  He  must 
not  fail  in  this  duty.     For,  if  he  should  fail ! 

5.  Robert  Manning  was  the  keeper  of  a  light- 
house on  a  small  island  near  the  rock  bound 
coast  of  New  England.  The  island  was  two 
miles  from  the  shore.  Here  he  lived  with  no 
companion  but  his  little  daughter  Ida,  eight 
years  old. 

6.  You  may  think  that  this  was  a  very  lonely 
home  for  the  little  lass.  And  so  it  w^as.  She 
had  no  friends  to  play  with  except  a  kitten  and 
a  dog.  Still,  Ida  was  happy ;  for  her  father 
loved  her  dearlv,  and  she  had  become  used  to 
living  in  the  light-house. 

7.  One  morning  Mr.  Manning  had  to  go 
ashore  in  his  boat  to  get  food  and  oil.  He  did 
not  like  to  leave  his  daughter  by  herself;  but 
the  sea  was  calm,  and  he  was  sure  that  he  would 
soon  be  back. 

8.  Besides,  Ida  said  she  would  not  be  afraid 
to  stay  alone  till  afternoon.     "  O,  no!  not  at  all 


Thibd  Reader.  69 


afraid :  I  will  climb  about  the  rocks,  and  watch 
the  clouds,  and  amuse  myself  till  you  come 
back,  father." 

9.  And  so  her  father,  kissing  little  Ida, 
stepped  into  his  boat,  and  sailed  away  to  the 
main -land. 


LESSON    XVI. 
Bright    Examples. 

THE  DAUGHTER  OF  THE  LIGHT-HOUSE. -Part  IL 

drSad'ful    fear'ful     fan'gy         clasped  (klaspt) 
read'y         ray§         Avarn'ing    anx'ious  (ank'shus) 

PREPARATORY    DICTATION. 

1.  Jane  was  drowning,  but  she  clasped  Bose  round 
the  neck.  —  2.  The  snow  fell  deep  that  night,  and 
father  did  not  come  home.  Think  how  anxious  mother 
was!  Fancy  her  feelings!  —  3.  It  was  a  dreadful  storm, 
a  fearful  gale.  —  4.  A  person  quick,  and  willing  to  act, 
has  a  ready  hand. 

1.  Soon  after  the  light-house  keeper  landed 
the  weather  changed.  The  sky  grew  dark,  the 
wind  began  to  blow  a  gale,  and  the  waves  came 
up  over  the  islet,  dashing  high  against  the  light- 


60  Third  Reader. 


house.     It  was  one  of  the  dreadful  storms  of  the 
New  England  coast. 

2.  Now  fancy  the  feelings  of  father  and  child ! 
Ida  thinks  of  the  poor  sailors.  Then  she  thinks 
of  her  father,  and  hopes  he  will  not  try  to  come 
back  in  such  a  storm. 

3.  And  the  keeper?  He,  too,  thinks  of  the 
poor  sailors,  and  he  thinks  of  his  little  daughter 
all  alone  in  the  fearful  storm. 

4.  He  wishes  at  once  to  put  out  for  the  light- 
house ;  but  his  friends  will  not  let  him  do  so : 
they  tell  him  over  and  over  again,  that  it  would 
be  madness  to  try  to  reach  the  island  in  such  a 
storm. 

5.  Hours  passed  by.  It  began  to  grow  dark. 
It  would  soon  be  time  to  light  the  lamp. 

6.  0,  how  anxious  was  Robert  Manning  now ! 
What  if  a  ship  should  be  dashed  in  pieces  on 
the  rocks  because  there  was  no  warning  light ! 
What  if  lives  should  be  lost  because  he  was  not 
at  his  post! 

7.  At  last  the  keeper  could  bear  it  no  longer. 
He  rushed  down  to  his  boat,-  and  was  just  about 
to  push  off  for  the  island,  when,  behold !  the 
light  flamed  out  from  the  great  lantern.  The 
lamp  was  lit! 


TuiRD  Reader. 


61 


^ 
•«.%^, 


8.  Yes  ;  there  was 
a   brave    heart    in 
the  light-house  —  a 
brave   heart  and  a  ! 
read}^  hand.     Often 
had    Ida    seen    her 
father   light    the   J 
lamp,  and  she  knew 
this   must  be  done 
every  evening  when 
it   began    to    grow  \ 
dark. 

9.  All   alone   she 


62  Third  Reader. 


climbed  the  stairs  in  the  tower.  She  heard  the 
wind  blowing,  and  the  waves  dashing  against 
the  light-house,  and  the  storm  birds  screaming 
outside. 

10.  Yet  she  was  not  afraid.  She  stood  up  on  a 
chair,  but  found  she  could  not  reach  the  lamp. 
She  piled  books  on  the  chair  till  she  could  reach 
it.  Then  she  struck  a  match,  and  lighted  the 
wick. 

11.  In  a  moment  the  light  shed  its  welcome 
rays  far  out  into  the  storm  and  the  darkness. 
0,  how  happy  was  Ida  then ! 

12.  But  another  heart  was  happier  still.  You 
know  whose.  Can  you  not  think  how  olad 
Robert  Manning  was  to  know  that  his  daughter 
was  safe?  How  proud  he  was  that  she  had 
known  what  to  do,  and  had  been  brave  enough 
to  do  it! 

13.  Before  daylight  the  storm  was  over,  and 
the  keeper  set  sail  for  the  island.  With  tears  of 
joy  and  pride  Robert  Manning  clasped  Ida  in 
his  arms. 

14.  And  well  he  might  be  proud  and  glad ;  for 
many  a  ship  was  saved  from  wreck  that  night, 
and  many  a  sailor  had  cause  to  bless  the  brave 
little  "  daughter  of  the  light-house." 


Third  Reader.  63 

4v 


HEADS     FOR     COMPOSITION. 

I.  Robert  Maxxix(i:  who  lie  was  —  where  he  lived 
—  his  little  daughter. 

II.  Mi;.  Manning's  visrr  to  the  main-land:  the 
storm  —  wliat  Ichi  felt  —  what  the  light-house  keeper 
felt,  as  night  came  on. 

III.  {Picture.)  Ida's  brave  deed:  climbs  into  the 
lantern  —  lights  the  lamps ! 

IV.  FsELiNfiS  OF  the  FATHER:  joy  —  pride. 


LESSON    XVII. 
Flowers  of  the  May. 

terns  shad  ow  nose  ffays 

pan'sy  meacrow  vi'o-Iets 

1.   A  caller!     Who  is  it? 
To  make  me  a  visit, 

Here  comes  little  Milly ! 
How  are  you  to-day? 
And,  pray,  let  me  ask  it, 
What  is  in  3^our  basket? 

Ah !    now  I  can  see : 
It  is  flowers  of  the  May ! 


64  Third  Header. 


2.  In  nosegays  you've  bound  them ; 
I'll  guess  where  you  found  them 

These  buds  on  the  bough 
Of  the  apple-tree  grew ; 
And  under  the  shadow 
Of  ferns  in  the  meadow 

You  gathered  these  violets, 
Tender  and  blue. 

3.  Your  flower  bed,  I  fancy, 
Has  given  this  pansy ; 

And  close  by  the  road 
Grew  these  buttercups  wild. 
0,  flowers  of  the  May,  love, 
Are  sweet  in  their  way,  love ; 

But  sweeter  by  far 
Is  a  good  little  child. 


LANGUAGE    LESSON. 

Copy  a  question.     Co})y  an  exclamation. 


What  words  mean  the  same  as  May-floiversf 
What  word  means  the  same  as  bouquets  f 


Write  the  names  of  all  the  May-flowers  named,  in  a 
statement  beginning  thus :  "  Milly's  nosegay  was  made 
up  of  ,   ,"  etc. 


Third  Reader.  65 


LESSON    XVIII. 
How  I  turned  the  Grindstone. 

^€ud  prai§e         ket'tle-ful         tru'ant 

a€/ied  (akt)      re-fu§e'      grind'stone       flat'ter-er 

PREPARATORY    DICTATION. 

1.  It  is  very  cold.  See  the  boys  scud  home!  —  2. 
The  fox  wanted  to  flatter  the  crow,  so  he  praised  her 
ugly  voice:  he  was  a  flatterer.  —  3.  When  asked  to 
do  wrong,  say,  "  No,  I  will  not."     Refuse  to  do  it. 


1.  One  cold  winter  morning,  when  I  was  a 
little  boy,  I  met  on  my  way  to  school  a  smiling 
man  with  an  ax  on  his  shoulder. 

2.  ''  My  pretty  boy,"  said  he,  "  has  your  father 
a  grindstone  ?  " 

"  Yes,  sir,"  said  I. 

"  You  are  a  fine  little  fellow,"  said  the  man  : 
"will  vou  let  me  QTind  mv  ax  on  it?" 

3.  It  pleased  me  very  much  to  be  called  a 
fine  little  fellow;  so  I  said,  "  O,  yes,  sir:  it  is 
down  in  the  shop." 

"  And  will  you,  my  little  man,"  said  he,  pat- 
'ting  me  on  the  head,  "  get  a  little  liot  water?  " 


G6 


Third  Reader. 


V  y 


'V.       4.   Now   how   could    J 
-~   '^''."     refuse?     He  was  sueli   a 


smiling,  pleasant  man  !  As  fast  as  I  could  I 
ran  into  the  house,  and  brought  him  a  whole 
kettleful. 

5.  ''How  old  are  you?"  and  "What's  your 
name?"  he  asked.  But  before  I  could  answer 
he  went  on,  ''  You  are  one  of  the  finest  lads  I 
ever  saw :  will  you  just  turn  a  few  minutes 
for  me?" 


Third  Reader.  67 


6.  Tickled  with  his  praise,  like  a  little  fool, 
I  went  to  work.  It  was  a  new  ax ;  and  I  toiled 
and  tugged  and  turned  till  I  was  tired  enough 
to  drop. 

7.  The  school  bell  rang,  but  I  could  not  get 
away ;  it  rang  again,  and  there  I  was  still,  turn- 
ing away  at  the  grindstone.  My  hands  were 
blistered,  and  my  shoulders  ached. 

8.  At  last  the  ax  was  ground.  What  a  sharp, 
keen  edge  it  had !  I  remember  how  it  shone  in 
the  winter  sun. 

9.  Then  I  looked  up,  expecting  thanks.  But 
the  man  suddenly  turned  toward  me  with  a 
frown,  and  said,  "  You  little  rascal,  you  have 
played  truant !  Be  off  now :  scud  away  to 
school,  or  you'll  catch  it !  " 

10.  It  was  hard  enough  to  turn  a  heavy  grind- 
stone so  long,  and  on  such  a  cold  day ;  but  to 
be  called  a  "  little  rascal "  for  doing  it  was  too 
much.  These  harsh  words  sank  deep  into  my 
boyish  mind,  and  often  have  I  thought  of  them 
since. 

11.  Boys  and  girls,  whenever  you  meet  a  flat- 
terer, beware  of  liim.  You  may  be  pretty  sure 
that  he  has  ''  an  ax  to  grind,"  and  wants  you  to 
turn  the  grindstone. 


68  Third  Reader. 


LESSON    XIX. 

The  Butterfly's  Grave. 

sta/k  ge-ra'ni-tim  pea§e 

1.  Poor  little  butterfly. 

Dead  on  the  walk  ! 
Take  him  up,  Rose, 
With  a  violet  stalk. 

2.  Now  in  a  lily  leaf 

Let  him  be  wound ; 
His  coffin  a  pease  pod 

That  Johnny  has  found. 

«/ 

3.  In  mamma's  flower  pot 

Dig  him  a  grave ; 
Let  the  geranium 
Over  him  wave. 

4    Rest,  little  butterfly, 

In  your  nice  bed ; 

A  rose  at  your  feet, 

And  a  stone  at  your  head. 


Third  Reader.  69 


LESSON    XX. 
Can't,  Won't,  and  Try. 


stub't>orn 
su€-gess' 


stii'pid 

par'ents 

€Ow'ard 

partner 

firm 

pun'ishecl  (-isht) 

PREPARATORY    DICTATION. 


1.  A  spider  tried  nine  times  to  reach  a  bee,  but 
failed :  the  tenth  time  it  reached  it  —  it  succeeded, 
and  this  was  success.  —  2.  John  was  a  clerk  at  first,  but 
he  is  now  one  of  the  firm.  —  3.  His  name  is  part  of  the 
sign.  He  is  a  partner  in  the  business.  —  4.  Co.  is  short 
for  Company. 

1.  There  was  once  a  poor  man  who  had  three 
boys,  named  Can't,  Won't,  and  Try.  They  were 
very  different  from  one  another,  and  you  would 
scarcely  have  thought  that  they  were  brothers. 

2.  Can't  was  a  very  idle  boy,  and  a  great  cow- 
ard. He  was  afraid  to  jump  across  a  ditch,  for 
fear  he  should  tumble  in.  He  was  afraid  to 
climb  a  tree,  for  fear  he  should  fall  down. 

3.  When  asked  to  do  any  thing.  Can't  was 
sure  to  say  he  could  not  do  it,  although  perhaps 
he  had  never  tried.      It  was  just  the  same  at 


70  Third  Reader. 


school  or  in  tlie  playground.  If  he  was  asked 
a  question,  he  would  say,  "  I  don't  know."  If 
he  had  to  learn  a  lesson,  he  would  say,  "  I  can't 
do  it." 

4.  Won't  was  not  idle,  and  he  was  not  stupid ; 
but  he  had  a  bad  temper,  and  was  very  stubborn. 
If  he  had  made  up  his  mind  not  to  do  a  thing, 
nothing  could  make  him  do  it. 

5.  If  Won't  was  cross,  his  school-mates  could 
not  get  him  to  play,  no  matter  how  much  they 
begged  him.  If  he  wanted  to  play,  he  would 
not  learn  his  lessons,  even  though  he  Avas  sure 
to  be  punished  for  not  knowing  them. 

6.  He  was  not  good  at  a  game,  because  he 
wanted  to  have  his  own  way  in  every  thing; 
and  he  did  not  succeed  in  his  studies,  because 
he  would  not  do  what  he  was  told.  In  fact, 
nobody  liked  him,  on  account  of  his  bad  temper 
and  his  willful  ways. 

7.  Try  was  a  very  little  fellow,  and  the  young- 
est of  the  three.  But  he  had  a  brave  heart, 
even  if  he  was  little ;  and  he  was  always  ready 
to  do  what  his  parents  and  teachers  told  him, 

8.  If  Try  was  asked  whether  he  could  do  any 
very  hard  thing  he  Avould  say,  "  I  don't  know 
whether  I  can  do  it,  but  I  will  try."     Sometimes 


TriiED  Reader.  71 


he  would  fail,  but  almost  always  he  was  able 
to  do  what  he  tried  to  do. 

9.  Once  he  tried  to  jump  across  a  brook,  but 
it  was  so  wide  that  little  Try  fell  into  the  water. 
Still,  he  did  not  cry.  He  made  up  his  mind 
that,  when  he  was  a  little  older,  he  would  make 
another  trial-;  and  before  long  he  could  jump 
over  th§  brook  in  its  widest  place. 

10.  When  Try  first  w^ent  to  school,  his  teacher 
said,  "Can  you  read?"  "No,  sir,"  said  lie,  "but 
I  will  try  to  learn."  "  That  is  all  I  ask,"  said 
the  teacher  :  "I  want  boys  in  my  school  who 
will  try  to  learn." 

11.  In  a  few^  months  Try  was  at  the  head  of 
his  class,  Can't  was  still  at  the  foot  of  his,  and 
Won't  had  gone  down  to  the  foot  of  his.  Which 
do  you  think  was  the  happiest  of  the  three  ? 

12.  All  three  are  grown  men  now.  Can't  is 
servant  to  a  master  named  Must;  Won't  is  a 
soldier  under  Captain  Shall ;  and  Try  is  a  part- 
ner in  the  great  firm  of  Success  &  Co. 


LANGUAGE    LESSON. 

Of   what    two   words    is    "  Can't "    a    short    form  ? 
"  Won't "  ?     Write  both  in  full. 


72  Third  Reader. 

Write  three  statements,  bringing   in   quality-worQtf 
that  tell  about  each  of  the  three  boys:  — 

Can't  was [Can't  was  idle  and  cowardly.] 

Won't  was 

Try  Avas 

AVrite  a  statement  telling  why  Can't  was  afraid  to 
jump  across  a  ditch  or  climb  a  tree. 

Write  a  statement  telling  why  Won't  was  not  good 
at  a  game.  

Write    a    statement    telling  what  Try  said    to    his 
teacher. 


LESSON   XXI, 


Home  Pets. 


THE   LITTLE  TIGER. 


wait 


prey 
E^gypt 


Mal-te§e' 

^e-vour§' 

learn'ed 

€on-fess' 


sav'age 
at-titched' 
wor  ship  (wur-) 
men-ag'e-rie  (-azl/-) 


PREPARATORY    DICTATION. 


1.  The  owl  kills  mice,  and  eats  them.     They  are  his 
prey,  and   he  devours  them.  —  2.  Tabby  hides  behind 


Third  Reaber.  73 


the  bush,  and  lies  in  wait  for  the  robin.  —  3.  Let  us 
confess  it,  let  us  own  that  it  is  true.  —  4.  When  the 
wood-chopper  with  his  ax  makes  a  tree  fall  he  fells  it. 
—  5.  The  fox  hides  in  his  den,  the  tiger  in  his  lair. — 
o.  The  lamb  is  gentle,  the  tiger  is  fierce  or  savage. — 7. 
We  ivorsliip  God.  The  heathen  worship  idols.  —  8.  1 
am  fond  of  my  dog,  and  he  is  attached  to  me. 


1.  Which  is  the  fiercest  of  all  animals?  The 
lion?  The  grizzly  bear?  These  are  indeed  very 
fierce  animals ;  but  do  you  think  they  are  as 
savage  as  the  tiger  ?     0,  no  ! 

2.  This  terrible  creature  can  spring  on  a  man, 
and  easily  bring  him  to  the  ground.  He  can 
fell  an  ox  with  one  blow  of  his  huge  paw. 

3.  In  his  home  in  India  the  tiger  is  the  terror 
of  the  natives,  who  call  him  "  the  man-eater." 
He  lies  in  wait  for  a  passer-by,  bounds  upon 
him,  strikes  or  kills  him,  drags  the  body  to  his 
lair,  and  there  dcA^ours  it. 

4.  Now,  perhaps  you  will  think  it  strange, 
children,  when  I  tell  you  that  most  of  you 
have  at  home  an  animal  which  is  a  kind  of 
tiger.  Can  you  guess  what  it  is?  Why,  it  is 
the  cat! 

5.  The  cat  is  a  small  tiger ;  the  tiger  is  a  large 
cat.     Learned  men  put  the  tiger  and  the  cat  in 


74 


Third  Header. 


the  same  chiss  of  animals.     Pussy  and  the  man- 
eater  are  both  cats. 

6.  It  is  likely  that  many  of  you  have  seen  a 
tiger  in  a  menagerie.  Did  you  not  think  that 
he  was  really  a  large  kind  of  cat? 

7.  Cat  and  tiger  both  love  living  prey.  The 
ox  or  the  man  is  the  food  the  tiger  likes ;  the 
mouse  or  the  bird  is  the  food  the  cat  likes. 
Each  is  very,  very  sly ;  both  have  the  soft  step 
and  the  hidden  claw. 

8.  Perhaps  you  may  not  like  to  be  told  tliat 


Third  Reader. 


75 


your  cat  belongs  to  the  same  family  as  the  tiger^ 
Well,  though  we  must  confess  that  he  really 
does,  let  us  be  just  to  the  cat  by  saying  that  he 
is  the  dearest,  nicest,  best,  of  all  his  kind.  No, 
no :  we  must  not  think  any  the  worse  of  the  cat 
because  tigers  belong  to  the  great  cat  family= 

9.  For  thousands  of  years  the  cat  has  been  a 
home  pet.  When  Moses  was  a  child,  it  is  very 
likely  that  he  played  with  one;  for  we  know 
that  the  people  of  Egypt  used  to  worship  the 
cat. 

10.  Some  people  can  see  nothing  good  in  the 
cat.  They  say  that  puss  is  a  coward  and  a 
thief;  that  he  has  no  heart ;  that  he  is  attached 
to  places  rather  than  to  persons  ;  and  that  he 
catches  niice  for  his  own  sake, — not  to  please  us. 


76  Third  Header. 


11.  Fie  upon  such  people !  Why,  the  pretty 
stories  that  might  be  told  about  cats  and  kittens, 
from  the  days  of  Dick  Whittington  and  Puss- 
in-Boots  to  the  present  time,  would  fill  a  book 
as  big  as  a  T^arn ! 

12.  I  have  a  cat  whose  name  is  Max.  He  is 
a  Maltese,  —  a  splendid  fellow !  as  high  as  Baby 
Dot.  He  has  been  sitting  on  my  shoulder  while 
I  have  been  writing  this  lesson. 

13.  When  I  was  putting  down  about  the  "  little 
tiger,"  he  was  very  cross.  I  could  feel  him  curT-" 
ing  his  back  and  lashing  his  tail,  as  he  looked 
over  my  shoulder  at  the  wicked  Avords. 

14.  Later  on,  where  I  wrote,  ''  He  is  the  nicest, 
best,  of  all  his  kind,"  he  began  to  purr,  as  much 
as  to  say,  '^  That  is  better ;  you  are  really  trying 
to  learn.  Now  go  on  studying  us  for  one  hun- 
dred years,  and  at  the  end  of  that  time  perhaps 
you  will  begin  to  know  something  about  us." 


LANGUAGE    LESSON. 

Add  67'  and  est  to  each  of  these  quality-words,  and 
write  the  meaning  of  each  :  — 

fierce  strange  dear  sly 

huge  small  nice  pretty 


Third  Reader. 


LESSON    XXII. 

The  Necklace  of  Truth.  — Part  I. 

Mer'liii  paFage  dra-mond 

wiz'ard  neck^lage  stern'ly 

PREPARATORY     DICTATION. 

I.  The  diamond  is  the  brightest  of  all  stones.  —  2. 
Kings  and  princes  live  in  pcdaccs.  —  3.  I  went  to  see 
tricks  of  magic,  and  the  man  did  such  strange  and 
wonderful  things  that  he  must  haA^e  been  a  ivizard. 


1.  There  was  once  a  little  girl  named  Pearl, 
who  had  the  bad  habit  of  telling  lies.  For  a 
lono'  time  her  father  and  mother  did  not  find 
this  out ;  but  at  last  they  saw  that  she  very  often 
said  things  that  were  not  true. 

2.  Now,  at  this  time  —  for  it  was  long,  long 
ago — there  was  a  wonderful  man  named  Merlin. 
He  could  do  such  strange  things,  and  was  so 
wise,  that  he  was  called  a  wizard. 

3.  Merlin  was  one  of  the  greatest  friends  of 
truth  that  ever  lived.  For  this  reason  children 
who  told  lies  were  often  brought  to  him,  that 
he  might  cure  them  of  this  bad  habit. 


78 


Third  Reader. 


4.   "  Let  us  take  our  cliild   to  the  wonderful 
wizard,"  said  Pearls  father. 

And  tlie  mother  said,  "Yes,  let  us  take  her  to 


Merlin.    He  will  cure  her  I  " 
So   Pearl's  parents  went  to 

the  glass  palace  where  ^lerlin  lived. 
5.   When    they    reached    Merlin's    palace,   the 

mother  began  to  tell  the  wise  old  man  what  was 


Third  Reader.  79 


the  matter  with  the  child.  ''  I  know  very  well 
what  is  the  matter  with  her,  my  dear  madam," 
said  Merlin  :  '^  your  child  is  one  of  the  greatest 
liars  in  the  world." 

6.  How  did  he  know  this  ?  I  can  not  say ; 
l)ut  this  wizard  could  tell  a  liar,  even  though 
many  miles  away. 

7.  Poor  Pearl  hid  her  head  with  shame  and 
fear.  But  Merlin  said,  "  Do  not  be  afraid.  I  am 
only  going  to  make  you  a  present." 

8.  Then  the  wizard  opened  a  drawer,  and  took 
from  it  a  lovely  necklace  with  a  diamond  clasp. 
This  he  put  on  Pearl's  neck,  and  told  her  par- 
ents to  go  home  happy,  for  the  little  girl  would 
soon  be  cured  of  her  bad  habit. 

9.  As  they  were  going  away,  Merlin  looked 
sternly  at  Pearl,  and  said,  "  In  a  year  from 
now  I  shall  come  for  my  necklace.  Till  then 
you  must  not  take  it  off,  —  you  must  not  dare 
to  take  it  off." 

LANGUAGE    LESSON. 

Cop3^,  and  put  in  the  right  words :  — 

was  a  little  girl. 

was  a  wizard. 


80  Third  Reader. 


LESSON   XXIII. 
The  Necklace  of  Truth.  — Part  II. 

dim         sobbed         tas'sels         false'hood 
gem§       weep'ing     erowd'ed     choked  (chokt) 

PREPARATORY    DICTATION. 

1.  Pearls,  rubies,  and  diamonds  are  gems.  —  2.  The 
kind  gardener  was  giving  flowers  to  the  children,  and 
they  all  came  and  crowded  around  him.  —  3.  When  the 
diamond  becomes  dim  does  it  lose  its  brightness?  — 
4.  What  is  farthest  from /a /se/^ooc?.^     Truth. 


1.  Can  you  guess  what  the  necklace  was?  It 
was  the  wonderful  Necklace  of  Truth. 

2.  Next  day  Pearl  went  to  school.  Wlien  her 
school-mates  saw  the  beautiful  necklace,  they 
crowded  around  her. 

"  0,  what  a  lovely  necklace !  Where  did  you 
get  it,  Pearl  ?  " 

3.  "  My  father  gave  it  to  me  for  a  Chris^ias 
present,"  said  Pearl.  (This,  you  know,  was  a 
falsehood.) 

'^  O,  look,  look  !  "  cried  the  children.  ''  The 
diamond  has  turned  dim !  " 


Third  Reader.  81 


4.  Pearl  looked  down  at  her  necklace,  and 
saw  that  the  lovely  clasp  was  changed  to  coarse 
glass.  Then  she  was  very  much  afraid,  and  said, 
'^  I  will  tell  you  the  truth  :  the  wizard  Merlin 
gave  it  to  me." 

At  once  the  diamond  was  as  bright  as  before. 

5.  The  girls  now  began  to  laugh,  because  they 
kncAV  that  only  children  who  told  falsehoods 
were  sent  to  Merlin. 

6.  "  You  need  not  laugh,"  said  Pearl.  ''  Merlin 
sent  a  lovely  coach  to  bring  us.  It  was  drawn 
by  six  white  horses,  and  was  lined  with  satin, 
and  had  gold  tassels ;  and  his  palace  is  all  built 
of  gems ;  and  he  praised  me  because  I  tell  the 
truth."     (But  these  were  all  fibs,  as  we  knoAV.) 

7.  She  stopped,  for  the  children  were  laughing 
all  the  time  she  was  speaking.  Then  she  looked 
at  her  necklace,  and  —  what  do  you  think?  —  it 
hung  down  to  the  floor!  At  each  lie  she  had 
told  the  necklace  had  stretched  out  more  and 
more. 

8!  ''  You  are  stretching  the  truth !  "  cried  the 
little  girls. 

Then  Pearl  confessed  that  all  she  had  told 
them  Avas  false ;  and  at  once  the  necklace 
changed  to  its  right  size. 


82 


Third  Reader. 


9.  ''  But  what  did   Merlin  say  when  he  gave 
you  the  necklace  ?  " 

''  He  said  it  was  a  present  for  a  truthful "  — 
She  could  not  go  on  speaking.     The  necklace 
became  so  short  that  it  nearly  choked  her. 

10.  "  0  dear,  no  !  "  sobbed  Pearl.     "  He  said  I 
was  —  the  greatest  —  liar  —  in  the  world." 

The   girls   did    not    laugh    now.     They    were 

All"'-, 

sorry  for  poor  Pearl  Avhen  they  saw  her  weepnig. 

11.  So  at  last  Pearl  was  cured.     She  saw  how 


Third  Reader. 


83 


wrong  and  how  foolish  it  is  to  tell  falsehoods. 
''  Never  more  will  I  tell  a  lie,"  said  she.  And 
she  kept  her  word. 

12.  Before  the  year  was  ended  Merlin  came 
for  his  necklace.  He  knew  that  Pearl  did  not 
need  it  now,  and  he  wanted  it  for  another  little 
girl. 

13.  Since  Merlin  died,  no  one  can  tell  where 
is  the  wonderful  Necklace  of  Truth.  Would 
you  like  to  wear  it  ?  Are  you  sure  the  diamond 
would  always  keep  bright? 


LANGUAGE     LESSON. 


Rule    paper  like  the   model,  and  write  the  word- 
analysis  :  — 


WORD. 

ANALYSIS. 

MEANING. 

crowded 

crowd  +  ed 

did  crowd 

turned 

looked 

changed 

praised 

stopped 

beautiful 

beauty  +  ful 

full  of  beauty 

truthful 

84  Third  Reader. 


LESSON    XXIV. 
Cold  Water. 

€rys'tal    .  thirst'y  fountain's 

mor'tal§  bless'ed  ev-er-more' 

1.  Drip,  drip,  drip,  drip, 
From  the  fountain's  iron  tip : 

Dripping,  dropping,  never  stojDping, 
Cooling  many  a  thirsty  lip, 
Drip,  drip,  drip  ! 

2.  Drop,  drop,  drop,  drop, 

O  the  water  from  the  fountain  ! 
Dripping,  dropping,  never  stopping. 
On  the  hill-side,  on  the  mountain, 
Drop,  drop,  drop ! 

3.  Flow,  flow,  flow,  flow. 
Crystal  water  pure  as  snow, 

Flowing  lightly,  shining  brightly, 
Blessing  mortals  as  you  go, 
Flow,  flow,  flow! 


Third  Reader.  85 


4.   Pour,  pour,  pour,  pour, 
Blessed  water,  more  and  more ; 
Rain  drops,  dew  drops,  not  a  few  drops, 
Sparkle  bright,  for  evermore.    '' 
Pour,  pour,  pour! 


LESSON    XXV. 
Bright  Examples. 

THE   LITTLE   HERO    OF   THE   RAILROAD. 

he'ro  freck'kd      raU'road        fash'ion§  (-unz) 

shag'gy      a-part'  en'ging  porished(-isht) 

shan'ty      grate'ful      en-gi-neer'     pas'sen-ger§ 

PREPARATORY    DICTATION. 

1.  A  hei'o  will  die  for  his  country.  —  2.  The  man 
who  takes  care  of  an  engine  is  an  engineer.  —  3.  Bose, 
our  water-dog,  has  a  shaggy  coat.  —  4.  I  thank  you 
very  much,  Emma,  for  helping  me.  I  am  grateful  to 
you.  —  5.  When  we  rub  a  tin  dish  till  it  is  bright  and 
shining,  we  "polish  it. 

1.  Andy  Moore  was  a  short,  freckled  little 
eountry  boy,  tough  as  a  pine  knot.  Sometimes 
he  wore  a  cap,  and  sometimes  he  did  not:    he 


86  Third  Reader. 


thought   his   shaggy   hair   was  a   good    enough 
covering  for  his  head. 

2.  He  did  not  care  at  all  about  his  looks ;  he 
knew  a  great  deal  more  about  squirrels  and 
birds'-nests  than  he  did  about  the  fashions. 

3.  Andy's  _  home  was  a  rough  shanty  on  the 
side  of  a  hill.  It  was  built  of  niud  and  logs, 
with  holes  for  windows. 

4.  Now  perhaps  you  may  wonder  how  we  are 
going  to  find  a  "  bright  examj^le "  in  a  poor 
country  boy,  living  in  a  mud  shanty.  But  wait 
a  little :  the  diamond  is  a  coarse,  dull  stone  till 
it  is  cut  and  polished ;  and  there  was  the  heart 
of  a  true  hero  under  Andy's  torn  jacket. 

5.  Near  the  hut  of  Andy's  father  was  a  rail- 
road track.  The  boy  often  watched  the  black 
engine  as  it  came  puffing  by,  giving  out  great 
clouds  of  steam  and  smoke,  and  screeching 
through  the  valleys  and  under  the  hills  like  a 
mad  thino-. 

6.  One  day,  as  Andy  was  crossing  the  track, 
he  saw  that  there  was  something  wrong.  He 
did  not  know  much  about  railroads,  for  he  was 
very  young.  But  something  was  surely  wrong 
with  the  track ;  and  Andy  had  heard  of  cars  be- 
ing thrown  off  when  the  rails  were  out  of  place. 


TuiiiD  Eeadeu.  87 


7.  Just  then  he  heard  a  low,  distant  noise. 
The  cars  were  coming !  He  was  only  a  boy,  but 
perhaps  he  could  stop  them  in  some  way.  He 
felt  that  he  must  try,  for  there  was  nobody  else 
there  to  do  it. 

8.  Andy  never  thought  that  he  might  get 
killed ;  but  went  and  stood  right  in  the  middle 
of  the  track,  just  in  front  of  the  place  I  have 
told  you  about,  and  stretched  out  his  little  arms 
as  far  apart  as  he  could. 

9.  On,  on  came  the  cars,  nearer  and  nearer, 
and  louder  and  louder.  The  enoineer  saw  the 
boy  on  the  track,  and  whistled  for  him  to  get 
out  of  the  way.     Andy  did  not  stir  an  inch. 

10.  Again  the  engine  whistled.  Andy  might 
have  been  made  of  stone,  for  all  the  notice  he 
took  of  it.  Then  the  engineer  of  course  had  to 
stop  the  train. 

11.  He  jumped  down  from  the  engine,  and  ran 
along  the  track  toward  Andy.  The  train  was 
late,  and  the  engineer  was  angry.  But  when  he 
saw  how  the  brave  little  fellow  had  saved  his 
life,  and  the  lives  of  all  the  people  on  the  cars, 
his  anger  changed  to  gladness. 

12.  Everybody  came  out  to  see  what  the  mat- 
ter was.    The}^  saw  that  if  Andy  had  not  stopped 


88  Third  Reader. 


the   train,   the   cars   would   have   been    thrown 
down  a  steep  bank  and  dashed  in  pieces. 

13.  The  ladies  kissed  Andy's  rough,  freckled 
face,  and  cried  over  him ;  and  the  gentlemen,  as 
they  looked  at  their  wives  and  children,  wiped 
their  eyes,  and  said,  ''  God  bless  the  boy !  " 

14.  And  that  is  not  all :  they  took  out  their 
purses,  and  made  up  a  large  sum  of  money  for 
him.  Not  to  pay  him  for  what  he  had  done,  — 
they  knew  they  never  could  do  that,  —  but  to 
show  the  little  lad,  better  than  Avords  could  show 
him,  how  grateful  they  felt  to  him. 

15.  Good,  brave  little  Andy !  The  passengers 
all  wrote  down  his  name  —  Andy  Moore  —  and 
the  place  where  he  lived.' 

16.  Fifteen  years  have  passed  since  Andy's 
brave  deed,  and  if  you  wish  to  know  where  he> 
is  now  I  will  tell  you.  He  is  an  engineer  on 
this  very  railroad.  And  the  coolness,  the  cour- 
age, the  presence  of  mind,  of  the  boy,  mark  the 


man. 


HEADS     FOR    COMPOSITION. 

I.     The  little  hero  described  :  how  he  looked  — 
his  home  —  the  railroad  track. 


Third  Reader.  89 


II.     (Picture  at  beginning  of  the  book.)     The  track: 
what  looks  wrong?     What  did  Andy  think?     The 


train  coming. 


III.  The  warning:  what  Andy  does — the  engineer 
-train  stopped. 

IV.  Passengers:  what  they  see — what  they  do. 


LESSON    XXVI. 
Home  Pets. 


THE    DOG. -Part   I.  / 

hSs'i-tate  bat'tkd  af-f^€'tion 

~      .  '■}■'■  -  ■  '. 

fi-deri-ty  'pine§  per'ish 

rap'id  toucH'ing  re-store§' 

PREPARATORY    DICTATION. 

1.  Choose  quickly,  do  not  hesitate.  —  2.  Pluck  the 
rose  from  its  stem,  and  it  withers,  pines  away,  and 
perishes ;  put  it  in  water,  and  you  give  it  back  new  life 
—  you  restore  its  bloom.  —  3.  The  dog  is  faithful  and 
loving  to  its  master  —  full  of  fidelity  and  affection.  — 
4.  His  story  excited  much  pity  —  it  was  a  touching  tale. 


1.  If  you  were  asked  to  name  the  pet  of  all 
pets,  I  am  sure  you  would  not  long  hesitate, — 
you  would  say  the  dog. 


90  Third  Reader. 


2.  This  animal  is  found  in  all  parts  of  the 
woi'lcl.  Wherever  man  is,  there  is  the  dog. 
And  everywhere  he  is  the  friend  and  companion 
of  man.  The  dog  can  guard  his  house,  watch 
his  sheep,  catch  his  game,  and  do. more  for  him 
than  I  can  tell  you. 

3.  How  many  lives  he  saves  every  year  I  How 
many  drowning  people  he  rescues !  How  many 
lost  children  he  restores  to  their  homes ! 

4.  What  a  faithful  and  loving  companion  he 
is !  How  often  he  pines  away  and  dies  at  the 
loss  of  his  master !  What  other  friend  has  the 
poor  blind  beggar  but  this  kind  servant? 

5.  There  are  many  touching  stories  of  the 
fidelity  and  affection  of  the  dog.  I  remember 
one  you  may  like  to  hear,  about  a  dog  whose 
master  Avanted  to  get  rid  of  him. 

6.  This  man  was  not  a  cruel  master  —  indeed, 
he  loved  the  faithful  animal  —  but  he  was  very 
poor,  so  poor  that  he  could  not  afford  the  little 
food  his  dog  needed. 

7.  So  at  last,  with  a  sad  heart,  he  made  up  his 
mind  that  he  must  drown  the  poor  creature. 
Liftine;  the  dos;  in  his  arms,  he  walked  to  the 
river  bank,  hastily  tied  a  stone  around  the  dog's 
neck,  and  threw  him  out  into  the  deep  water. 


Third  .Reader.  91 


8.  But  just  as  the  man  had  clone  this,  his  foot 
slipped,  and  soon  he  himself  was  struggling  in 
the  rapid  stream.  The  water  was  very  deep,  and 
the  poor  man  could  not  swim.  He  shouted  for 
lielp,  but  no  help  was  nigh.  He  had  drowned 
his  dog,  —  the  only  friend  he  had,  —  and  now  he 
too  must  perish  in  the  same  way. 


ti,- 


9.  But  his  dog  was  not  drowned.  Just  as  his 
master  was  giving  up  all  hope,  he  felt^  a  tug  at 
his  coat-collar.  The  dog  had  shaken  off  the 
stone  tied  to  his  neck  ;  and  as  soon  as  he  saw 
that  his  master  was  in  the  water  too,  the  lovms- 
creature  swam  quickly  to  him,  and  dragged  him 
safely  to  the  shore. 

10.  Brave,  faithful  dog!  What  do  you  think 
his  master  did  with  him?     I  think  he  took  him 


92  TuiRD  Reader. 


home  again,  and  kept  him,  and  Avas  kind  to  him 
as  lono'  as  he  lived. 

11.  Tiiere  was  once  a  little  boy,  named  Darwin, 
who  had  a  beautiful  spaniel,  which  was  called 
Argus.  The  boy  was  taken  ill,  and,  after  a 
short  sickness,  died ;  and  the  dog,  who  seemed 
to  mourn  for  him  very  much,  followed  the 
family  to  the  grave. 

12.  For  several  days  afterwards  Argus  was 
missed  from  the  house ;  but  at  last  he  returned, 
and  after  looking  around  as  if  in  search  of  some- 
thing, he  went  away. 

13.  Again  he  returned  and  went  as  before  ;  and 
soon  the  famil}^  missed  several  things  that  had 
belonged  to  little  Darwin. 

14.  One  day  they  watched  Argus  when  he 
came  back,  and  saw  him  take  his  young  master's 
top  in  his  mouth,  and  run  off  with  it  towards 
the  place  where  he  was  buried. 

15.  Darwin's  father  followed  him,  and  found, 
in  a  hollow  place  the  dog  had  scraped  above  tlie 
grave,  a  cap,  a  pair  of  shoes,  and  several  toys. 

16.  They  took  poor  Argus  away,  and  shut  him 
up  at  home ;  but  he  refused  to  eat,  and  moaned 
so  much  that  at  last  they  let  him  out  again. 
As   soon   as  he  was   free,  he  again   ran   off  to 


Third  Reabeb. 


the  grave,  and  there  the  kind  creature  remained 
till  he  died,  mourning  for  his  lost  master. 

17.  But  I  must  tell  you  about  Dash  and  Rory. 
These  two  dogs  were  both  good-natured  enough 
when  apart,  but  somehow  they  never  could  meet 
without  having  a  fight.  One  day  they  had  a 
long  and  fierce  battle  on  a  pier,  from  the  end  of 
which  they  both  fell  into  the  sea. 

18.  This  pier  reached  a  half  mile  out  into  the 
sea,  and  its  sides  were  high  and  steep.  Both 
Dash  and  Rory  would  surely  be  drowned  unless 
they  could  swim  that  long  distance  to  the  shore. 

19.  They  seemed  to  know  this,  and  quickly 
forgetting  their  quarrel,  each  began  to  swim  for 
the  land  as  best  he  could.  Dash  Avas  a  fine 
swimmer,  and  very  soon  reached  dry  ground ; 
but  Rorv,  who  was  not  used  to  the  water,  battled 
lonsr  with  the  waves,  unable  to  reach  the  DQach. 

-■■■■    ■■■■'■■  .      ^O^Av.  \   ,- 

20.  Dash  had  shaken  the  water  from  his  shaggy 
coat,  and  stood  looking  at  his  enemy.  Pretty, 
soon  he  saw  that  Rory  was  growing' weaker 
and  weaker.  What  do  you  think  the  noble  crea- 
ture did  then?  He  plunged  bravely  in  again ^ 
tired  as  he  was,  took  Rory  g-ently  by  the  neck, 
and  brought  him  safely  ashore.  Ever  afterwards 
Rory  and  Dash  were  companions  and  friends. 


94 


Third  Reader. 


LANGUAGE    LESSON. 


Rule  paper  like   this   model,  and   write   the  word- 
analysis  :  — 


WORD. 

ANALYSIS. 

MEANING. 

liar 

lie  +  ar 

one  who  lies 

beggar 

hastily 

hasty  +  ly 

in  a  hasty  manner 

quickly 

safely 

g^st'ure 
served 


LESSON    XXVII. 
Home  Pets. 

THE    DOG. -Part  IL 

shrewd'ness  (shriid'-)     Mer'gy 
ae-fend'  at-tacked' 


PREPARATORY     DICTATION. 


1.  Each  had  a  portion  of  food  served  on  a  wooden 
platter.  —  2.  By  waving  his  arms,  and  by  other  gestures, 
the  man  showed  he  was  in  distress. — 3.  The  villagers 
were  attacked  by  their  enemies,  but  quickly  came 
together  to  defend  and  protect  their  homes.  —  4.  The 
elejohant  has  great  shreivdness  and  sagacity. 


Third  Reader.  95 


1.  You  have  seen  how  faithful  a  creature  the 
dog  is.  Now  1  must  tell  you  that  he  is  as 
knowing  as  he  is  faithful.  How  well  he  can 
read  faces !  And  how  quick  he  is  to  understand 
the  meaning  of  words  and  gestures ! 

2.  Did  you  ever  hear  the  story  of  the  dog  that 
stopped  a  runaway  horse  ?  This  dog's  name  was 
Bruno.  One  da}^  Bruno's  master  went  into  a 
shop,  leaving  his  horse  and  wagon,  with  Bruno 
mounted  on  the  wagon-seat. 

3.  The  horse  took  fright  at  some  bovs,  who 
were  shouting,  as  they  came  from  school,  and 
ran  off  down  the  street.  The  reins  fell  to  the 
ground. 

4.  Bruno  at  once  sprahg^'  down,  and  seized 
the  reins  in  his  teeth.  The  horse  ran  fast ;  but 
Bruno  clung  to  the  reins,  and  at  last  made  the 
horse  stop. 

5.  Was  not  this  a  knowing  dog?  But  for 
him,  the  wagon  mi2:;ht  have  been  broken,  the 
horse  hurt,  and  some  one  run  over  in  the  street. 

6.  Then  there  is  the  story  of  the  dog  Jack, 
and  how  he^ot  his  dinner. 

7.  It  ieems  that  at  a  certain  convent  in  France, 
twenty  poor  people  were  served  with  a  dinner 
every  day.     As  each  of  these  poor  men  came  to 


96 


TiiiiiD  Keader. 


the  door  he  pulled  a  bell-rope,  and  his  dinner 
was  passed  out  to  him  through  an  opening  ir 
the  wall.  In  this  way  he  could  not  be  seer 
by  the  servant,  nor  the  servant  be  seen  by  him. 
8.  One  day  this  dog  Jack  waited  till  all  the 
tAventy  people 


were    served 
with      dinner, 
and     then    he 
marched     up, 
took    the    rope    in    his 
mouth,    and    rang    the 
bell  again.     The   trick 
succeeded;  another  dish 
was  passed  out,  and  the 
little  door  in   the  wall 
was  shut  again.     Then 
Jack   sprang   up    on   a 
bench  below  the  open- 
ing,   and    emptied    the 
dish  very  quickly. 

9.   Every   day,  for    a 
long  time  the  sly  dog 


got  a  good  meat  by  this  plan.  But  at  last  the 
cook  found  out  that  twenty-one  dinners  instead 
of  twenty  Avere  passed  out  every  noon.     So  he 


Third  Reader.  97 


watched  for  the  thief,  and  at  last  found   him 
out. 

10.  But  when  the  good  Mother  who  was  at  the 
head  of  the  Sisters  of  Mercy  heard  the  story,  she 
was  so  pleased  at  the  shrewdness  of  the  animal, 
that  she  gave  orders  that  every  day  when  Jack 
rang  the  bell  he  should  have  his  dinner  served 
out  to  him  like  the  rest. 

11.  There  is  a  story  of  a  poodle  that  was  even 
more  knowing  than  Jack.  This  poodle's  name 
was  Wag. 

12.  Wag  earned  his  dinner,  too,  as  3^ou  will 
see  ;  but  his  way  of  earning  it  was  not  an  honest 
one.  His  master  was  a  shoe-black,  who  used  to 
stand  at  the  end  of  one  of  the  bridges  in  the 
city  of  Paris. 

13.  Many  people  cross  this  bridge  every  day  ; 
and  the  shoe-black  had  taught  little  Wag  to 
run  down  to  the  river-bank,  g,nd^  roll  over  and 
over  till  his  shaggy  coat  was  covered  with  mud, 
and  then  to  run  across  the  sidewalk  where  peo- 
ple were  passing,  so  as  to  soil  their  boots. 

14.  This  trick  kept  the  shoe-black  busy  pol- 
ishing boots,  and  brought  him  all  the  work  he 
wanted.  .  , 

15.  Wag  was  very   knowing,  and  it  was  fun 


98  Third  Beader. 


to  watch  him.  He  would  not  look  at  poorly 
dressed  people,  but  a  gentleman  witli  brightly 
polished  boots  was  sure  to  be  dabbled  with  mud. 

16.  At  last,  however,  this  trick  was  found  out, 
and  the  shoe-black  was  punished.  This  he  de- 
served:  but  I  don't  think  the  poodle  was  much 
to  blame  ;  he  had  only  done  what  his  master 
taught  him  to  do. 

17.  Did  you  ever  hear  of  the  dog  Nero,  who 
used  to  bring  his  master's  meals  from  the  hotel  ? 

18.  One  day  when  Nero  was  bringing  home 
his  master's  dinner  in  a  basket,  two  other  dogs 
smelted  the  food  and  attacked  him.  Nero  put 
his  basket  on  the  ground,  and  set  to  work  to 
defend  himself  and  his  master's  dinner.  But 
while  he  was  fighting  with  one  of  the  dogs,  the 
other  would  run  to,  the  basket  and  help  himself 

19.  If  Nero  drove  him  away,  then  the  first 
dog  would  eat :  so  at  last  the  dinner  was  half 
gone.  Nero  was  brave  enough  to  fight  both 
dogs,  but  he  could  not  be  in  two  places  at  the 
same  time. 

20.  At  last  he  saw  that  there  was  no  chance  of 
saving  his  master's  dinner.  So  he  threw  him- 
self between  his  enemies,  and  quickly  ate  what 
food  was  left,  himself 


Third  Reader.  99 


LANGUAGE    LESSON. 

Write  these  statements  so  that  they  may  speak  of 
past  time :  — 

The  horse  rims  down  the  street. 
Bruno  at  once  springs  down. 
Nero  throws  himself  between  liis  enemies. 
He  quickly  eats  what  dinner  is  left. 


HEADS   FOR  COMPOSITION. 

I.  Story  of  the  dog  Jack  :  the  convent  dinner  — 
how  the  poor  men  got  it  —  wliat  Jack  did  —  success 
of  the  trick  —  cook's  discovery  —  kindness  of  the  Mother. 

II.  Story  of  Xero  :  what  he  used  to  do  for  his 
master  —  what  happened  one  day  —  Nero's  defense  — 
his  difficulty  —  how  he  settled  the  matter. 


LESSON    XXVIII. 
Gathering  Nuts. 

They  are  neither  birds  nor  squirrels : 
They  are  only  boys  and  girls, 
After  nuts. 

But  they  laugh  and  talk  and  chatter, 
With  such  gay  ai^d  merry  clatter, 
As  they  search, 


100 


Third  Reader. 


That,  instead  of  only  seven, 
You  mii>'lit  think  thev  were  eleven, 
Or  even  more, 

As,  with  merry  hiugli  and  shout, 
They  see  the  brown  nuts  dance  about 
On  the  grass, 

When  the  boys  with  shake  and  blow 
Send  them  down  for  those  below 
To  gather  up. 


Third  Reader.  101 


So  they  work  like  busy  squirrels, 
Seven  little  boys  and  girls, — 


Gathering  nuts. 


LANGUAGE    LESSON. 

Copy  all  the  name-words  in  this  piece. 


Copy  all  the  quality-words. 


Cop3^  all  the  action-words. 


LESSON     XXIX. 
The  Stone  that  Rebounded. 

re-bound'  "so'ber-ly  deed 

PREPARATORY    DICTATION. 

1.  Throw  a  rubber  ball  against  the  wall,  and  it  will 
rebound.  —  2.  What  an  act  —  what  a  deed  !  —  3.  The 
boys  grew  serious,  and  looked  at  one  another  very 
soberly.  

1.  ''  0  boys,  boys,  don't  throw  stones  at  that 
poor  crow,"  said  an  old,  gray-headed  man. 

"  Why,  sir,"  said  a  little  fellow,  ^'  she  makes 
such  a  croaking  that  Ave  can't  bear  her." 


102  Third  Reader. 


2.  ''  Yes,  but  she  uses  the  voice  God  gave  her. 
Perhaps  it  is  as  pleasant  to  her  friends,  as  your 
voice  is  to  those  who  love  you.  Besides,  I  have 
another  reason  why  I  don't  want  you  to  stone 
her.  I  am  afraid  the  stone  will  rebound,  and 
hurt  you^ 

3.  "  Rebound  !  we  don't  quite  know  what  you 


mean." 


"  Well,  come,  and  I  will  tell  you  a  story." 
"  0,  good,  good  !    Is  it  a  true  story  ?  " 

4.  "  Yes,  every  word  of  it  is  true.  Fifty  years 
ago  I  was  a  boy  like  you ;  and  I,  too,  used  to 
throw  stones.  One  day  I  Avent  to  work  for 
some  very  kind  old  people.  No  one  else  had 
so  manv  birds'  nests  under  the  r&f  of  their 
barn.     No  one  else  had  so  many  pretty  pets. 

5.  "  Among  these  pets  was  a  very  tame  swal- 
low. When  the  winter  was  gone,  she  came  and^ 
built  her  nest  near  their  house,  and  seemed  quite ' 
at  home.  One  day  she  was  standing  on  a  post 
near  her  nest,  and  was  looking  at  me  without 
the  least  fear,  as  much  as  to  say,  'You  won't 
hurt  me.'  , 

6.  "I  found  a  nice  stone;  and,  taking  good 
aim,  I  threw  it  at  her  as  hard  as  I  could.  It 
struck  the  poor  swallow,  and  she  dropped  dead ! 


Third  Reader. 


103 


I  was  sorry  the  moment  I  saw  her  fall ;  but  the 
deed  was  done. 

7.  '^  I  said  nothing  to  the  kind  old  people, 
but  they  found  out  about  it ;  and,  though  they 
never  said  a  word  to  me,  I  knew  they  mourned 
sadly  for  the  bird.  I  could  never  look  them  in 
thu  face  again,  as  I  did  before  my  unkind  act. 

8.  ''  0,  if  I  had  only  told  the  old  people  how 
sorry  I  was  !  They  have  been  dead  many  years, 
and  so  has  the  j^oor  bird ;  but  don't  you  see 
how  that  stone  rebounded  and  hit  riie?" 

9.  The  old  man  paused,  smiled  sadly,  and, 
turning,  went  his  way.  The  bo3^s  looked  so- 
berly at  one  another,  and  dropped  the  stones 
they  had  gathered.  And  the  old  crow  gave  a 
croak  or  two,  and  flew  aAvav  to  the  woods. 


LANGUAGE     LESSON. 

Rule  paper,  and  write  the  word-analysis  :  — 


WORD. 

ANALYSIS. 

MEAKIKG. 

rebound 

re  +  bound 

bound  back 

return 

unkind 

un  +  kind 

not  kind 

untrue 

104  Third  Reader. 


LESSON    XXX. 
The  Tale  that  never  Tires. —Part  I. 


thoi^^/it'less  €a/m  reaped 

cHange  €an'dle§         pa'tienge 

wea^ry  tal'low  tire'some 


PREPARATORY     DICTATION. 

1.  The  thoughtless  boy  threw  a  stone  at  the  pet  bird. 
He  did  not  think  what  he  was  doing.  —  2.  Do  not  be  in 
such  a  hurry,  —  \idi\Q  patience. — 3.  The  mowers  reaped 
the  grain  when  it  was  rijDe. — 4.  He  meant  to  drown 
his  dog,  but  by  chance  it  happened  that  the  dog  was 
saved.  

1.  When  Robinson  Crusoe  was  nineteen  3^ears 
old,  he  wished  to  do  what  many  other  boys 
have  done :  he  wanted  to  go  to  sea. 

2.  He  was  tired  of  his  quiet,  peaceful  home, 
and  thought  it  would  be  a  fine  thing  to  travel 
all  over  the  world. 

3.  One  day  the  son  of  the  captain  of  a  ship 
asked  Crusoe  to  go  with  him  to  see  what  a  sailor's 
life  was  like.  The  thoughtless  youth  started  off 
at  once,  without  even  bidding  his  father  and 
mother  good-by. 


Third  Reader.  105 


4.  After  sailing  many  days,  there  came  a  great 
storm,  and  the  ship  was  thrown  on  a  rock.  The 
sailors  got  into  a  boat,  and  tried  to  row  to  an 
island  which  was  near.  But  all  of  them  were 
drowned  except  Robinson  Crusoe,  who  was 
washed  high  up  on  shore  by  a  great  wave. 

5.  The  next  day,  as  the  storm  had  gone  down, 
and  the  sea  was  calm,  Crusoe  swam  out  to  the 
wrecked  ship,  to  see  what  he  could  save.  The 
poor  fellow  worked  very  hard,  and  made  a 
raft  of  boards  and  teams,  tying  them  together 
with  ropes. 

6.  He  brought  back  on  his  raft  barrels  of  beef 
^nd  pork,  a  chest  of  clothes,  a  great  piece  of 
sail-cloth,  some  guns  and  tools,  and  powder  and 

shot. 

7.  On  the  ship  he  found  a  dog  and  a  cat  alive ; 
and  these  he  took  ashore  with  him.  He  was 
glad  to  have  even  these  companions. 

8.  Then  he  built  himself  a  house  in  a  caVfe7 
with  a  wall  of  strong  timber  outside.  To  get 
in  and  out  over  the  wall  he  made  a  ladder. 
This  he  could  take  into  his  house  at  night, 
and  he  felt  safer  from  wild  beasts  than  if  he 
had  had  a  doorway  and  a  door. 

9.  So  now  vou  see  Robinson  Crusoe   had    to 


106 


TuinD  Meaueh. 


live  all  alone  on  this  island,  for  he  was  the  only 
man  there.  He  had  not  a  friend  to  talk  to  or  to 
love ;  and  very  lonely  he  was,  you  may  \)e  sure. 
10.  There  were  a  great  many  wild  goats  on 
this  island.  One  day  Crusoe  caught  a  kid,  and 
took  it  home  with  him,  and  tamed  it.     By  and 


TuiRD  Reader.  107 

by  he  had  a  whole  flock  of  goats  that  he  had 
caught  and  tamed.  So  he  could  have  goat's 
meat  and  goat's  milk  whenever  he  pleased. 
He  found  a  way  to  make  butter  and  cheese, 
and  he  even  made  candles  from  goat's  tallow. 

11.  There  were  many  large' furtles  on  the  sea- 
shore. These  Crusoe  used  to  catch  by  getthig 
between  them  and  the  water,  and  turning  them 
over  on  their  backs  ;  for  you  know  that  when  a 
turtle  is  turned  on  its  back  it  can  not  get  up 
again.  He  found  the  "flesh  of  these  turtles  very 
nice.     ^  ,      , 

12.  But  what  plfeased  him  most  was  that  one 
day  he  caught  a  parrot.  He  took  Poll  to  his 
liome,  and  little  by  little  he  taught  her  to  say 
many  pleasant  words  and  sentences.  Poll's 
voice  was  ,the  only  one  the  poor  man  heard 
for  many  weary  years. 

13.  In  a  bag  that  Crusoe  brought  from  the 
ship  there  were  by  cKance  a  few  grains  of  l)ar- 
ley  and  rice.  These  were  spilled  on  the  ground 
by  the  door  and  forgotten.  But,  after  the  rains, 
the  rice  and  barley  sprouted  an,d  grew ;  and  in  a 
year  or  two  he  had  a  large  neT(3^"  of  barley  grow- 
ing finely  on  his  island. 

14.  When  the  grain  was  ripe  he  was  puzzled 


108  Third  Reader. 


to  know  how  he  should  reap  it.  How  do  you 
think  he  did  it  ?  He  found  a  kind  of  sailor's 
sword  called  a  cutlass  that  he  had  saved,  and 
by  hard  work  he  cut  the  grain  with  this. 

15.  Crusoe  had  no  mill  to  grind  his  grain  in  : 
so  he  pounded  it  in  a  great  wooden  bowl,  with  a 
hard,  heavy  piece  of  wood.  To  bake  his  bread 
and  boil  his  meat,  he  made  pots  and  kettles  of 
clay.  To  make  these  was  a  long  and  'tiresome 
labor ;  but  he  had  very  great  patience,  and  he 
succeeded  at  last. 


HEADS     FOR    COMPOSITION. 

I.  Crusoe's   boyish  wish  :   the  invitation  —  begin- 
ning of  the  voyage. 

II.  The   shipwreck  :    fate  of  the  sailors  —  fate  of 
Crusoe. 

III.  Visit  to  the  ship  :  the  raft  —  what  he  took 
back  —  the  cat  and  dog. 

IV.  Crusoe's  house  :  the  wall  —  the  ladder  —  why 
he  felt  safe. 

V.  Animals  :  the  goats  —  what  they  supplied  him 
with  —  the  turtles  —  mode  of  catching  —  Poll. 

VI.  Crusoe  turns  farmer  :  the  seed  —  its  growth 
—  reaping  —  grinding  the  grain  —  bread-making. 


Til  III  D  Header 


109 


LESSON     XXXI 


The  Tale  that  never  Tires. —  Part  II. 


s^v'a-ge§ 


€aii'in-bals 


es-€aped 


PREPARATORY    DICTATION. 


1.  The  passengers  got  safely  to  the  shore,  and  thus 
escaped  death.  —  2.  Ignorant  savages,  who  eat  human 
flesh,  are  called  cannibals. 


1.   Robinson    Crusoe   thought   he  would    like 
to    have    a   boat   in    which    to   sail    round    his 


no  Third  Reader. 


island.  So  he  got  out  a  grindstone  which  he 
liad  saved  from  the  wreck ;  and,  when  he  had 
ground  his  ax,  lie  cut  down  a  great  cedar-tree. 

2.  With  his  ax  he  shaped  the  trunk  of  this 
tree  into  the  form  of  a  boat.  But  when  it  was 
done,  the  poor  fellow  could  not  move  it :  so  he 
had  to  go  to  work  all  over  again,  and  make  a 
smaller  one. 

3.  By  this  time  all  the  clothes  he  had  saved 
in  the  chest  were  worn  out.  So  he  set  to  work 
and  made  himself  a  new  suit  out  of  the  skins 
of  goats.  He  even  made  himself  a  hat  and  an 
umbrella  from  these  skins. 

4.  For  a  long  time  Robinson  Crusoe  thought 
he  was  quite  alone  on  the  island  ;  but  one  day 
he  found  the  ashes' of  a  fire  on  the  sand  by  the 
seashore  ;  and  in  the  ashes  a  number  of  human 
bones  :  for  it  seems  that  savages  used  to  go  there 
from  distant  islands  to  kill  and  eat  the  prisoners 
thev  had  taken  in  war. 

5.  Another  day,  soon  after  this,  he  {^aw  smoke 
coming  from  the  shore.  He  liid  himself  behind 
a  tree,  and  watched,  and  saw  a  number  of  these 
cannibals  sitting  ^ound  a  fire  eating  a  prisoner. 
Another  was  lying  close  by,  expecting  every 
moment  to  be  killed. 


Third  Reader. 


Ill 


6.  All  at  once  this  j^oor  man  jumped  up,  to 
try  if  he  could  not  escape.  He  ran  as  fast  as 
he  could  towards  the  wood  where  Robinson 
Crusoe  lay  hidden.  Two  of  the  savages  ran 
after  him. 


112  Third  Reader. 


7.  Now,  Crusoe  had  made  up  his  mind  to 
save  the  poor  fellow  if  he  could.  So  he  ran 
out  from  his  hiding-place  in  the  wood,  and 
shot  the  two  men  who  were  running  after  the 
prisoner. 

8.  This  man  whose  life  he  thus  saved  became 
his  servant  and  companion  ;  and  a  merry,  faith- 
ful fellow  he  was.  Crusoe  named  him  Friday, 
because  it  was  on  a  Friday  that  he  saved  his 
life. 

9.  These  two  became  very  fond  of  each  other. 
Crusoe  made  a  goat-skin  suit  of  clothes  for  Fri- 
day, and  taught  him  how  to  use  a  gun.  Little 
by  little  this  poor  savage  learned  to  talk  with 
Crusoe. 

10.  At  first  he  could  say  only  such  words  as 
"  ves,"  and  "  no,"  and  ''  master  ; "  but  after  a  while 
he  learned  to  speak  very  good  English.  With 
Friday's  help  Crusoe  w^as  now  able  to  launch  the 
large  heavy  boat  he  had  made  from  the  cedar- 
tree,  and  many  a  fine  sail  they  had  in  it. 

11.  The  savages  came  again  to  the  island  a 
year  after  this,  and  again  brought  two  prisoners 
with  them  to  eat.  Crusoe  wanted  to  save  the 
lives  of  these  prisoners  also :  so  he  told  Friday 
to  follow  him. 


Third  Reader.  113 


12.  Taking  two  guns  apiece,  besides  pistols 
and  swords,  they  Avent  boldly  forward.  Both 
fired  at  the  savages,  and  Crusoe  ran  and  cut 
the  thongs  that  bound  the  prisoners. 

13.  One  of  these  was  a  white  man,  a  Spaniard. 
The  other  was  Friday's  own  father!  Friday 
kissed  him,  and  unbound  him  and  rubbed  his 
limbs,  and  cried  and  laughed,  and  danced  and 
sang,  for  joy. 

14.  It  was  not  a  lonely  island  for  Robinson 
Crusoe  after  that.  Besides  his  man  Friday, 
there  were  Friday's  father  and  the  Spaniard,  for 
company ;  and  these  men  were  very  happy  to- 
gether,  tilling  their  land,  and  hunting  and  fish- 
ing. They  all  looked  up  to  Crusoe  as  their 
chief. 

15.  Still,  Crusoe  wished  very  much  to  see  his 
own  country  again  before  he  died.  So  you  may 
be  sure  that  he  was  very  glad  when  a  ship  came 
to  the  island,  and  he  was  able  to  return  home  to 
his  native  land. 

16.  At  last  Robinson  Crusoe  and  his  man  Fri- 
day got  safely  to  England.  There  Crusoe  mar- 
ried and  settled  down ;  and  in  his  old  age  he 
would  often  tell  his  children  the  story  of  his 
life. 


114  Third  Reader. 


HEADS     FOR     COMPOSITION. 

I.  Making  the  boat  :  how  Crusoe  went  to  work  — 
his  failure  —  trying  again. 

II.  Crusoe's  discovery  :  visit  of  the  cannibals. 

III.  The    prisoner  :    the    escape  —  pursuit  —  how 
the  prisoner  was  saved. 

IV.  Friday  :  the  friendship  —  their  voyages. 

V.  Second  visit  of  savages  :  the  prisoners  —  attack 
by  Crusoe  and  Friday  —  who  the  prisoners  were. 

VI.  The  happy  family:  occupations. 

VII.  Crusoe  returns  home. 


LESSON    XXXII. 


Little  Gustava. 

Gus-taVa                V^\-e\.e^ 

eavei 

mar'i-gold§             quaint 

shy 

PREPARATORY    DICTATION. 


1.  Her  cap  was  old-fashioned  and  quaint.  —  2.  The 
edge  of  a  roof,  where  the  water  runs  off,  is  called  the 
eaves.  —  3.  Most  birds  are  timid,  shy  creatures. 


Little  Gustava  sits  in  the  sun, 

Safe  in  the  porch,  and  the  little  drops  run 

From  the  icicles  under  the  eaves  so  fast; 


Third  Reader.  115 


For  the  bright  spring  sun  shines  warm  at  last, 
And  glad  is  little  Gustava. 

She  wears  a  quaint  little  scarlet  cap ; 

And  a  little  green  bowl  she  holds  in  her  lap, 

Filled  with  bread  and  milk  to  the  brim, 

A 

And  a  wreath  of  marigolds  round  the  rim  : 
'^  Ha,  ha !  "  laughs  little  Gustava. 

Up  comes  her  little  gray,  coaxing  cat. 

With    her    little    pink    nose,    and    she    mews, 

^'What's  that?" 
Gustava  feeds  her,  —  she  begs  for  more, 
And  a  little  brown  hen  walks  in  at  the  door : 

"  Good  day  !  "  cries  little  Gustava. 

She  scatters  crumbs  for  the  little  brown  hen ; 
There  comes  a  rush  and  a  flutter,  and  then 
Down  fly  her  little  white  doves  so  sweet, 
With  their  snowy  wings  and  their  crimson  feet: 
"  Welcome !  "  cries  little  Gustava. 

So  dainty  and  eager  they  pick  up  the  crumbs ; 
But  w^ho  is  this  through  the  doorway  comes? 
Little  Scotch  terrier,  little  dog  Rags, 
Looks  in  her  face,  and  his  funny  tail  wags: 
"'  Ha,  ha !  "  laughs  little  Gustava. 


116 


Third  Reader. 


"You  want  some  breakfast,  too?"  and  down 
She  sets  her  bowl  on  the  brick  floor  brown ; 
And  httle  dog  Rags  drinks  up  her  milk, 
While  she  strokes  his  Shaggy  locks,  like  silk : 
"  Dear  Rags !  "  says  Httle  Gustava. 


Third  Reader.  117 


Waiting  without  stood  sparrow  and  crow, 
Cooling  their  feet  in  the  melting  snow. 
"  Won't  you  come  in,  good  folk  ?  "  she  cried, 
But  they  were  too  bashful,  and  stayed  outside, 
Though  ''Pray  come  in!"  cried  Gustava. 

So  the  last  she  threw  them,  and  knelt  on  the 

mat. 
With  doves,  and  biddy,  and  dog,  and  cat. 
And  her  mother  came  to  the  open  house-door: 
"'  Dear  little  daughter,  I  bring  you  some  more. 
My  merry  little  Gustava." 

Kitty  and  terrier,  biddy  and  doves, 
All  things  harmless,  Gustava  loves : 
The  shy,  kind  creatures  'tis  joy  to  feed, 
And,  O,  her  breakfast  is  sweet  indeed 
To  happy  little  Gustava! 


LANGUAGE    LESSON. 

Copy,  and  supply  the  right  greetings :  — 

To  her  gray,  coaxing  cat,  Gustava  said  . 
To  her  little  white  doves,  Gustava  said  . 
Tc  her  little  dog  Rags,  Gustava  said  .  .  . 
To  the  sparrow  and  crow,  Gustava  said  . 


118  Third  Beajder. 


LESSON    XXXIII. 
Letter  from  the  Wild   Duck  to  the  Tame  Duck, 

dan'ger  piicFdle  as-sure' 

marsh'e§  wad'dk  en'trange 

"^'^e-eoy'  Wen  fel'low-feel'ing 

PREPARATORY    DICTATION. 

1.  I  am  sorry  for  you  —  I  feel  with  you  —  I  have  a 
fellow-feeling  for  you.  —  2.  Be  sure  of  this ;  I  assure  you 
it  is  true.  —  3.  At  one  end  of  the  entry  was  an  entrance 
way  of  folding  doors.  —  4.  Swamps  and  marshes  are 
low,  wet  lands. — 5.  The  spring  was  clear  till  the  old 
frog  jumped  in  and  puddled  it. 


The  Marshes. 
Dear  Cousin,  — 

I  suppose  I  must  call  you  so  ;  for,  though  I 
am  so  very  wild  and  shy,  I  have  still  a  kind  of 
fellow-feeling  for  you. 

You  know  very  Avell  that  you  are  intended  to 
be  eaten  :  so,  if  you  have  not  gone  to  the  oven 
before  this  reaches  you,  I  should  be  glad  to  hear 
from  you. 

They  say  that  you  never  fly,  and  that  you 
seldom  waddle   more  than    a   meadow's  length 


Third  Reader.  119 


from    your    pond,    where   you    keep    puddling 
about  from  daylight  till  dark. 

This,  I  assure  you,  is  not  the  life  that  /  lead. 
We  wild  ducks  fly  together  in  great  flocks,  in 
the  night,  for  many  miles  over  this  flat,  wet 
country :  so  we  have  plenty  of  water,  and  may 
swim  till  we  are  tired. 

But  with  all  our  freedom  we  are  not  safe ;  for 
we  are  sometimes  caught  by  hundreds  in  a  kind 
of  trap,  called  a  decoy. 

Into  these  traps  wild  ducks  are  often  led  like 
fools  by  other  ducks  that  are  well  fed  to  coax 
■  US  m. 

The  entrance  of  this  trap,  as  far  as  I  could  see 
of  it,  is  very  harrow ;  for  I  have  been  twice 
within  a  hair's  breadth  of  being  caught  in  it 
myself. 

I  wish  every  duck  in  the  country  could  say 
that  "  she  had  twice  been  in  great  danger  by 
keeping  bad  company,  but  had  escaped." 

Well,  cousin,  I  am  going  to  fly,  and  swim  too, 
as  long  as  I  can ;   and  I  advise  you  to  do  the 
same,  and  make  the  most  of  your  day. 
Hoping  to  hear  from  you, 

I  am  your  affectionate 

COUSIN  WILDING. 


120  Third  Reader. 


LESSON    XXXIV. 

The  Tame  Duck's  Reply. 

lol'ly  ereat'ure  €on-geit' 

af-fair§'  thS.iik'ful  re-ia'tion§ 

com'fort  (furt)  in'stange  €om-pared/ 

PREPARATORY    DICTATION. 

1.  See  the  peacock  spread  his  tail !  How  vain  he  is ! 
What  conceit !  —  2.  Jane  and  Frank  are  orphans.  Aunt 
Sarah  and  cousin  George  are  the  only  relations  they 
have.  —  3.  It  is  folly  to  meddle  with  the  business  of 
others.     Attend  to  your  own  affairs. 


The  Duck  Pond. 
Cousin  Wilding, — 

I  confess  I  did  not  at  all  expect  to  hear  from 
you ;  for  I  always  believed  you  to  be  a  thought- 
less young  creature,  caring  no  more  for  your 
relations  than  I  care  for  a  shower  of  rain. 

However,  you  have  escaped  danger  twice,  and 
you  have  reason  to  be  thankful. 

I  have  been  sitting  here  on  ten  eggs  for  three 
weeks  past,  and  have  another  week  to  be  shut 
up ;  but  it  is  a  comfort  to  think  of  the  pleasure 


Thibd  Reader.  121 


I  shall  have  in  hatching  my  young  ones  and 
teaching  them  to  swim.  They  will  look  so 
clean,  and  be  so  happy,  and  will  obey  every 
Iqiiact  from  me  so '  qiiickly,  that  I  shall  be  the 
proudest  mother  in  the  world. 

I  must  tell  you  of  a  creature  we  have  here 
that  is  called  a  hen.  She  is  a  cackling,  useless, 
silly  creature,  jTeathered  it  is  true,  but  as  much 
afraid  of  water  as  you  are  of  the  trap  you 
speak  of, 

She  ha1:ched  nine  or  ten  pf  my  eggs ;  and  you 
should  have  seen  the  folly  and  conceit  of  the 
creature  as  she  led  the  youngsters,  or  rather  as 
they  led  her,  to  the  nearest  water ! 

In  they  went,  as  happy  as  could  be  ;  but  she 

began  to  chatter  and  scold,  and  run  around  the 

'  edge  of  the  pond  to  save  them  from  drowning ! 

What  fools  these  hens  must  be,  compared  to  us 

ducks !  T- 

Really,  cousin,  don't  you  think  this  meddling 
with  other  people's  affairs  is  all  wrong?  Sup- 
pose, for  instance,  I  should  sit  upon  a  dozen  of 
that  silly  creature's  eggs. 

To  be  sure,  I  should  have  a  week's  holiday, 
since  they  sit  but  three  weeks  ;  but  what  should 
I  bring  to  light? 


122 


Third  Reajdeh. 


A  parcel  of  little,  useless,  tip-toed,  cowardly 
things,  that  would  not  follow  me  into  the  pond ! 
I  can  not  bear  to  think  of  it. 

I  have  written  you  a  long  letter,  and  can  think 
of  no  more  but  Quack,  quack,  quack !  and  fare- 
well. 

Your    affectionate 


HOME   COUSIN. 


Third  Header.  123 


LESSON    XXXV 


Bright  Examples. 


NATHAN   HALE. 


re-gret'  sordier(-jer)  frank'ly 

per-mit'        Joy'ous  dis-gid§'ing 

PREPARATORY    DICTATION. 

1.  I  am  sorry  for  it.  I  regret  it.  —  2.  Tell  the  truth 
—  speak  openly  and  frankly.  —  3.  Poll  wanted  to  be  a 
fine  lady,  so  she  disguised  herself  in  Miss  Doll's  clothes. 


1.  In  the  roll  of  our  country's  heroes,  no  name 
shines  brighter  than  that  of  Nathan  Hale.  This 
noble  young  soldier  was  a  captain  in  the  Ameri- 
can army  at  a  time  when  we  were  at  war  with 
the  English. 

2.  George  Washington,  who  was  the  leader  of 
the  American  armies,  wished  very  much  to  find 
out  the  position  of  the  English  army,  and  just 
how  strong  it  was. 

3.  Nathan  Hale  felt  that  it  was  his  duty  to  do 
all  he  could  for  his  native  land,  and  offered  to 
go  into  the  enemy's  camp  and  find  out  all  that 
General  Washington  wanted  to  know. 


124  Third  Reader. 


V>- 


4.  Putting  off  his  captain's  dress,  and  disguis 
ing  himself  as  well  as  he  could,  this  brave  young 
man  crossed  over  to  Long  Island,  and  made  his 
way  into  the  midst  of  the  English  camp. 

5.  He   looked   at   all    their   forts,   and   made 

drawinsjs   of  them;    and    learned   much   about 

what  the  English   commander,  General   Howe, 

was  thinking  of  doing. 

I     6.   He   then   started   to   return ;    but    he  was 

>    -  ■-'  • 

taken  prisoner,  and  carried  before  the  English 

general.     When  Hale  saw  that  his  purpose  was 

known,  he  frankly  told  who  he  was,  and  what 

he  had  come  for;   and  General  Howe   ordered 

him  to  be  hung  as  a  spy. 

7.  But  was  he  a  spy  ?  When  we  speak  of  a 
spy,  we  think  of  one  who,  for  pay,  enters  the 
camp  of  an  enemy  to  learn  his  secrets.  In  this 
meaning  Nathan  Hale  was  no  spy.  For,  why 
did  he  offer  himself  for  this  service  ?  For  pay  ? 
No !    for  duty,  —  for  love  of  his  country. 

8.  The  order  of  the  British  general  was  car- 
ried out  the  next  morning,  and  poor  Hale  was 
treated  most  cruelly.  Every  favor  was  denied 
him.  General  Howe  woul,d  not  permit  the 
young  American  to  see  a  clergyman,  nor  even 
to  have  a  Bible. 


Third  Readeh. 


125 


9.  But  a  high,  a  holy  feeling  upheld  the  brave 
youth  in  his  lasl  hour.  With  almost  joyous  step 
he  waited  to  the  place  of  death,  and  with  his 
last  breath  spoke  these  words  —  words  that  will 
never  die :  ''  I  only  regret  that  I  have  but  one 
life  to  lose  for  my  country.'.' 

10.  The  Romans  had  a  saying,  ''  It  is  sweet  to 
die  for  one's  native  land."  But  the  speech  of 
young  Hale  was  finer  than  that,  for  he  wished 
that  he  had  many  lives  to  give  for  his  country. 


LANGUAGE    LESSON. 


Rule   paper   like   the   model,  and  write   the  word- 
analysis  :  — 


WORD. 

ANALYSIS. 

MEANING. 

finer 

fine  +  er 

more  fine 

brighter 

cruelly 

cruel  +  ly 

in  a  cruel  manner 

frankly 

leader 

lead  +  er 

one  who  leads 

commander 

prisoner 

126  Third  Reader. 


HEADS     FOR    COMPOSITION. 

I.  Nathan    Hale  :    who   he    was  —  Washington's 
wish. 

II.  Hale's   patriotism  :   his  offer  —  his  disguise  — 
what  he  did. 

III.  His  CAPTURE  :  General  Howe  —  the  sentence. 

IV.  Hale's   heroic  death  :   his  last  words  —  w^as 
he  a  spy  ? 


LESSON     XXXVI. 
The  Reindeer. 

w 

Ar'ab  -AshSl'ter  pulk'ha 

in'ter-est-ing  sleigh  sup-port' 

weird'ly  waste  brow§'e§ 

PREPARATORY     DICTATION. 

1.  The  browsing  ox  nibbles  the  sweet  grass.  —  2.  The 
lightning  flash  gave  to  every  thing  a  strange,  weird 
look.  —  3.  The  desert  is  a  waste  of  sand,  the  ocean  is  a 
waste  of  water.  —  4.  The  old  lady  would  have  fallen, 
had  not  her  son  run  to  support  her. 


1.  Of  all  the  servants  of  man  the  reindeer  is, 
perhaps,  the  most  interesting.  Can  you  think  of 
Santa  Claus  drawn  by  a  team  of  elephants,  or 
horses,  or  camels  ?     No,  indeed ! 


Third  Reader.  127 


i  2.   For  his  Christmas  eve  yisits,  the  queer  little 
^fur-clad  driver  harnesses  his  team  of  eight  tiny 
reindeer ;  and  as  he  speeds  afohg,  he  whistles  and 
(shouts,  and  calls  them  by  name,  — 

"  Now,  Dasher !  now,  Dancer !  now,  Prancer  and  Vixen ! 
On,  Comet !  on,  Cupid  !  on,  Donder  and  Blitzen !  " 

3.  It  is  in  Lapland,  in  the  far  northern  part  of 
Europe,  that  the  reindeer  is  best  seen  as  a  ser- 
vant of  man.  Servant?  No;  he  is  more  than 
that :  he  is  almost  the  sole  wealth  of  the  Lapp. 

4.  To  the  Laplander  the  reindeer  is  indeed  a 
useful  animal.  It  takes  the  place  of  the  horse, 
the  cow,  and  the  sheep.  Its  flesh  is  (I'ainty  food  ; 
butter  and  cheese  are  made  from  its  milk ;  and 
its  skin  furnishes  tents,  bedding,  and  clothing. 
Living,  it  carries  the  Lapps  and  their  goods 
wherever  they  wish  to  go ;    and  dead,  there  is 

^  fiardly  any  part  of  it  they  do  not  make  use  of. 

5.  A  Laplander  is  rich  according  to  the  num- 
ber of  reindeer  he  owns.  Those  who  have  a 
thousand  or  more  are  classed  among  the  very 
wealthy ;  those  who  have  a  few  hundred  are 
only  ''  well-to-do ;  "  while  those  who  own  no 
more  than  fifty  often  become  servants  to  their 
richer  countrymen. 


Third  Readeb. 


6.  But  it  is  about  the  reindeer  as  an  animal 
which  draws  loads  that  we  are  to  learn  :  so  let 
us  begin  with  the  sleigh,  or  sledge. 

7.  The  sledge  of  the  Laplander  is  called  a 
pulkha.  To  get  an  idea  of  what  this  is,  you 
must  fancy  a  little  boat,  about  six  feet  long, 
and  sixteen  inches  wide  at  the  end  where  it 
is  broadest.  From  this  end  it  tapers  almost 
to  a  point  in  the  forepart. 

8.  Its  sides  are  exactly  like  those  of  a  boat; 
and  it  rests  upon  a  "keel"  about  four  inches 
wide.  This  keel  is  the  one  and  only  runner. 
A   strong   board    boxes  up  the    broad   end,    in 


Third  Reabeb.  129 


front  of  which  is  the  seat ;  and  the  board  itseh"" 
serves  to  support  the  back  of  the  rider.  His 
le2:s  and  feet  are  stretched  out  in  front  of 
him  ;  and,  thus  fixed,  the  Laplander  is  ready 
for  the  road. 

9.  In  the  best  kind  of  pulkha  the  forward 
part  is  covered  with  skin  or  leather;  but  the 
Laplander  does  not  often  like  this.  It  gives 
him  too  much  trouble  to  get  out  and  in.  So  his 
sledge  is  generally  open  from  end  to  end  ;  and 
his  deer-skin  coverings  keep  him  warm  enougli. 

10.  Only  one  deer  is  used  in  drawing  a  sledge, 
and  the  mode  of  harnessing  is  very  simple.  A 
band  of  skin  is  used  as  a  collar  round  the  neck 
of  the  animal ;  and  from  the  lowest  point  of  this 
a  piece  drops  down  below  the  animal's  breast. 

11.  To  this  piece  is  fastened  the  trace,  —  there 
is  but  one, —  which,  passing  between  the  forelegs, 
and  afterwards  the  hind  ones,  is  looped  into  an 
iron  ring  in  the  front  of  the  sledge.  The  trace 
is  a  strong  strap  of  rawhide  or  leather,  and  by 
means  of  it  the  sledge  is  draAvn  along. 

12.  A  broad  band,  or  girth,  usually  of  hand- 
some cloth  neatly  stitched,  passes  round  the 
deer's  body.  Its  use  is  to  hold  up  the  trace, 
and  prevent  it  from   dragging   on  the  ground, 


130  TuiRD  Reader. 


Another  band    of  cloth  passes  round  its   neck, 
giving  a  fine  look  to  the  noble  creature. 

13.  A  single  rein  fastened  to  the  left  horn,  or 
fixed  like  a  halter  around  the  deer's  head,  is  all 
that  is  needed  to  guide  it  with.  The  move- 
ments of  this  rein  and  the  driver's  voice  are 
understood  by  this  well-trained  animal. 

14.  For  all  that,  the  deer  does  not  always  travel 
kindly.  Sometimes  he  takes  a  fit  of  stubborn- 
ness or  anger.  He  will  then  turn  upon  his 
driver,  and  lower  his  horns  for  attack.  At 
such  times  the  Lapp  takes  shelter  behind  his 
pulkha,  raising  it  in  his  arms,  and  holding  it 
as  a  shield  with  which  to  defend  himself. 

15.  As  the  Laphmd  sleigh  has  only  one  narroAV 
runner,  it  often  upsets  and  throvfs  out  the  rider ; 
but  the  Lapp  thinks  nothing  of  this.  In  a 
minute  the  ''  snow-boiit"  is  set  right,  the  traveler 
is  in  his  seat  again,  and  off  he  scuds  over  the 
snow  with  the  speed  of  a  railroad  train. 

16.  Of  a  railroad  train  ?  Yes :  the  reindeer 
can  travel  twenty  miles  an  hour !  And  it  can 
run  at  this  rate  for  eight  or  ten  hours,  making 
from  one  hundred  and  fifty  to  two  hundred 
miles  in  a  single  day  ! 

17.  This  is  very  fast  traveling,  is  it  not?     Buc 


Tried  Readeb.  '         131 


I  will  tell  you  something  still  more  wonderful. 
In  the  palace  of  the  king  of  Sweden  there  is 
a  picture  of  a  reindeer  that  carried  an  officer 
more  than  nine  hundred  miles  in  forty-eight 
hours.  But  the  poor  creature  dropped  dead  at 
the  end  of  the  journey. 

18.  The  food  of  the  reindeer  does  not  cost  the 
owner  much.  In  the  summer  it  browses  on  the 
shrubs  and  plants  it  finds  on  its  march.  In 
the  winter  it  feeds  on  reindeer-ridoss.  This  plant 
is  often  deep  under  the  snow ;  but  the  reindeer 
is  very  clever  in  getting  at  it  by  scraping  away 
the  snow  with  its  horns,  hoofs,  and  nose. 

19.  I  think  that  a  Laplander  in  his  snow- 
boat,  drawn  by  his  swift  and  graceful  servant 
over  the  great  waste  of  snow^,  weirdly  lit  by  the 
sun  shining  at  midnight,  is  as  interesting  a  sight 
as  may  be  seen  anywhere. 


HEADS    FOR    COMPOSITION. 

I.  The  reindeer  :  his  home  —  value  to  the  Lapp. 

II.  Lapland  sledge  :  description  of  its  parts. 

III.  Way  of  harnessing  :  the  collar  —  the  trace  — 
the  girth  —  the  rein. 

IV.  Speed    of   the  reindeer  :    miles  an   hour  — 
miles  a  day  —  a  wonderful  case. 


132 


Third  Readfu. 


LANGUAGE    LESSON. 


Rule  paper  like  the   model,   and   write  the  word- 
analysis  :  — 


■ 

WORD. 

ANALYSIS. 

MEANING. 

Dasher 

Dash  +  er 

the  one  that  dashes 

Dancer 

Prancer 

useful 

use  +  ful 

full  of  use 

graceful 

broadest 

broad  +  est 

most  broad 

lowest 

LESSON    XXXVII 


The   Fairy  Artist. 


-ir».f 


pyg'my 

spanned 


l^nd's€apes 
elfin-lctnd 


1.   0,  there  is  a  little  artist 

Who  paints  in  the  cold  night  hours 
Pictures  for  wee,  wee  children, 
Of  wondrous  trees  and  flowers; 


Third  Reabeb.  133 


2.  Pictures  of  snow-white  mountains 

Touching  the  snow-white  sky ; 
Pictures  of  distant  oceans 
Where  pygmy  ships  sail  by ; 

3.  Pictures  of  rushing  rivers 

By  fairy  bridges  spanned ; 
Bits  of  beautiful  landscapes 
Copied  from  eLfin-land. 

4.  The  moon  is  the  lamp  he  paints  by, 

His  canvas  the  window  pane  ; 

His  brush  is  a  frozen  snow-flake : 

Jack  Frost  the  artist's  name. 


LANGUAGE    LESSON. 

What  word   in  the  first  verse  means   the   same  as 
"  little  "  ?  

Write  the  two  parts  of  the  word  "  snow-white,"  and 
give  its  meaning.     So  with  "  snow-flake." 


Copy  this  sentence :  — 

Pygmies,  sprites,  and  elves  are  names  of  the  little 
creatures,  full  of  mischief,  thought  to  live  in  fairy- 
land, or  elfinland,  —  the  land  of  the  elves. 


134  Third  Reader. 


LESSON     XXXVIII. 
About  Plants. 

THE  ROOT. 

root'let  di-vide§'  pr5p'er 

/ierb§  re-quire§'  ab-s6rb' 

PREPARATORY     DICTATION. 

1.  What  does  a  child  need?  A  child  requires  food 
and  clothing.  —  2.  A  brooklet  is  a  little  brook ;  so  a 
rootlet  is  a  little  root.  —  3.  The  sponge  quickly  sucks 
up  water  —  it  absorbs  it. 

1.  A  plant  is  not  like  an  animal,  which  can 
move  about.  It  grows  and  stays  in  one  place. 
What  keeps  it  in  that  place  ?  Its  roots.  These 
grow  down  into  the  ground,  and  there  hold  fast, 
so  that  the  wind  may  not  overturn  the  plant. 

2.  Now,  some  plants,  such  as  the  beet  plant, 
have  just  one  large  root  in  the  ground.  Above 
ground  the  beet  plant  is  not  high :  it  has  no 
stem,  and  its  few  leaves  grow  right  out  of  the 
top  of  the  root.  Even  this  one  root  has  many 
fine  hair-like  roots  growing  out  all  around  it. 

3.  But  most  large  plants,  such  as   trees,  and 


Tmnn  Readeti. 


1S5 


:♦  L  '-'''i 


even   small  ones,  such  as  the  tiny  herbs,  have 
branching   roots ;  that  is,  the  large  root  under 
ground  divides  into  rootlets  somewhat  as   the 
^  steni'  above  ground  spreads  out  into  branches. 

4.  Look  at  this  part  of  a  stem  with  the  roots 
^below.     Does  it  not  look  very  much  like  the  leg 

of  a  bird,  w^ith  its  xbes  for  hold- 
ing fast?  Only,  a  bird  has  but 
three  or  at  most  four  toes  on  a 
foot,  while  the  plant  has  in  its 
foot  so  many  toes  that  they  can 
not  be  counted. 

5.  And  we  may  see  how  firmly 
the  plant  can  cling  to  the  earth, 
with  such  a  host  of  toes  and  far- 
reaching  claws  ;  the  more  so,  as 
they  are  all  closely  packed  into  the  ground. 
Now  let  a  gale  '  come,  and  the  wind  will  not 
tear  up  the  plant  very  easily. 

6.  This  is  one  thing  the  root  has  to  do :  it 
has  to  hold  the  plant  fast  in  its  place. 

7.  But  that  is  not  all  the  root  does :  it  has 
finer  work  than  that  to  do.  The  plant  gets  a 
large  part  of  its  food  from  the  ground ;  and  how 
is  it  to  get  it  from  the  ground,  unless  by  the 
roots?     They  ar^in  the  ground,  and  they  ab- 


136  Third  Bead^r. 


sorb   water   from   it ;  and   with   that   water   go 
other  things  into  tlie  root  that  the  plant  needs. 

8.  There  is  something  very  wonderful  about 
the  w^ay  these  roots  act.  They  seem  to  know 
what  the  plant  needs.  The  root  of  one  kind  of 
plant  will  suck  up  out  of  the  ground  just  what 
that  kind  of  plant  needs.  The  roots  of  some 
other  kind  of  plant  will  absorb  just  what  that 
plant  needs. 

9.  The  roots  of  all  plants  seem  to  know  just 
what  to  take  in  out  of  the  ground,  besides  the 
water.  And  if  a  plant  is  put  into  ground  that 
has  not  the  food  it  requires,  what  can  the  roots 
do  ?  They  do  not  find  their  proper  food,  and  so 
the  plant  grows  sickly  or  dies. 

10.  How  do  roots  get  so  deep  into  the  earth, 
and  grow  all  over  and  around  big  rocks  and 
little  ?  It  is  in  this  way  :  all  the  time  that 
the  tips  of  the  rootlets  are  sucking  up  food 
for  the  plant,  they  are  also  growing  at  the  end. 

11.  As  the  young  roots  are  very  fine,  they  can 
easily  pick  their  way,  for  they  have  nothing  to 
do  but  lie  still,  and  let  more  root — a  very,  very 
little  at  a  time  —  grow  out  from  their  ends ;  and 
of  course  these  little  ends  will  go  whichever 
way  they  can. 


TmnB  Header.  137 


LANGUAGE    LESSON. 

Copy  all  the  name-words  that  name  parts  of  a  plant. 


Change  each  of  these  statements  so  that  it  may  tell 
of  more  than  one :  — 

The  leaf  grows  out  of  the  top  of  the  root. 
The  root  absorbs  water  from  the  ground. 
A  tree  is  a  plant.     An  herb  is  a  plant. 


What  two  words  in  paragraph  3  mean  the  same  as 
little  ?  What  word  in  paragraph  7  means  the  same  as 
sitc^  \up  (paragraph  8),  and  take  in  (paragraph  9)  ? 


LESSON    XXXIX. 
Give  Heed  to  Little  Tilings. 

hew'ing  (hu-)  in-erease'  liiimched 

tim'ber  de-stroy'  hull 


PREPARATORY    DECTATIONo 

1.  When  a  tree  is  felled,  the  timber  is  sometimes  hewed 
into  masts,  sometimes  into  knees  and  keels  for  the  body 
or  hull  of  a  ship.  —  2.  The  great  host  of  locusts  destroyed 
every  green  thing. — 3.  Roll  a  snow-ball,  and  it  grows 
larger  and  larger  —  it  increases  in  size. 


1S8  ^HITtD    READEtt. 


1.  Two  men  were  at  work  one  day  in  a 
yard  where  ships  are  built.  They  were  hew- 
ing a  stick  of  timber  to  put  into  a  ship.  It 
was  a  small  stick,  and  not  worth  much.  As 
they  cut  off  the  chips,  they  found  a  worm,  — 
a  small  worm,  not  more  than  half  an  inch 
long. 

2.  "This  stick  is  wormy,"  said  one;  "shall  we 
put  it  in?" 

3.  "I  do  not  know,"  said  the  other.  "Yes, 
I  think  the  stick  may  go  in.  Of  course  it  will 
never  be  seen." 

4.  "That  may  be;  but  there  may  be  other 
worms  in  it,  and  these  may  increase,  and  de- 
stroy the  hull." 

5.  "No,  I  think  not.  To  be  sure,  the  stick  is 
not  worth  much;  yet  I  do  not  wish  to  lose  it. 
But,  come,  never  mind  the  worm:  Ave  have  seen 
but  one.     Put  it  in." 

6.  And  so  the  stick  was  put  in.  The  ship  was 
built  and  launched.  She  went  to  sea,  and  for 
ten  years  she  'did  well.  But  at  last  she  grew 
weak  and  rotten,  for  her  timbers  were  very 
much  eaten  by  worms. 

7.  However,  the  captain  of  the  ship  thought 
he  would  try  to  get  her  home.     He  had  a  costly 


TuiBB  Ueabeh.  1S9 


load   of  silks   and   teas   in  the  ship,  and  very 
many  passengers. 

8.  On  their  way  home  a  tornado  came  on. 
The  ship  for  awhile  climbed  up  the  high  waves, 
and  then  plunged  down,  creaking  and  rolling 
from  side  to  side.     At  last  she  sprang  a  leak. 

9.  They  had  two  pumps,  and  the  men  worked 
at  them  day  and  night;  but  the  water  came  in 
faster  than  they  could  pump  it  out.  The  ship 
filled  with  water,  and  went  down  under  the 
blue  waves,  with  all  the  people  and  all  the 
goods  on  board. 

10.  O,  what  a  loss  was  there  of  life  and  of 
goods!  and  all  because  that  little  stick  of  timber 
with  the  worm  in  it  was  put  in  when  the  ship 
was  built. 

11.  How  much  mischief  may  be  done  by  a 
little  worm !  And  how  much  harm  a  man  may 
do  when  he  is  unfaithful  even  in  the  smallest 

thing! 

— •  ■ » — 

LANGUAGE    LESSON. 

Change  these  statements  so  that  they  may  tell  of 
past  time :  — 

I  build  a  ship. 

The  ship  is  launched. 


140  Third  Header. 


She  goes  to  sea,  and  a  great  storm  comes  on. 

She  springs  a  leak.  The  men  work  at  the  pumps, 
but  she  fills  with  water. 

The  ship  goes  down  under  the  blue  waves.  *  Every 
one  perishes. 


LESSON    XL. 
Mary   and   the    Robin    Redbreast. 

de-li^At'ed  maid'en 

€6m'pa-ny  brSak'fast 

1.  I  saw  a  little  maiden  throw 

A  crumb  of  bread  to  feed  a  robin ; 
And  she  was  more  delierhted  —  so  ;  r 

Delighted  !  —  when  he,  bowing,  bobbing, 
Flew  with  the  crumb  of  bread  away, 
And  ''  Thank  you,  Mary !  "  seemed  to  say. 

2.  And  I  do  think  that  Mary  dear 

Was  far  more  happy  that,  instead 
Of  eating  all  her  breakfast,  thus, 

The  robin  got  his  crumb  of  bread ; 
And  to  the  robin  redbreast  she 
Said,  ''  Thank  you  for  your  company  !  " 


Third  Reader.  141 


LANGUAGE     LESSON. 

Copy  two  exclamations. 


Write  the   simple   words   by   leaving  off  the    suf- 
fixes :  — 


bowing              bobbing 

eating 

LESSON     XLI. 

Abou    and    his    H^ 

orse. 

p5v'er-ty 
€5n'stant 

€^p'tor§ 
A'bou 

dawn  /"'  " 
bade 

de-sert' 

sped 

e^-haust'ion 

PREPARATORY     DICTATION. 

I.  I  bade  you  do  it,  and  you  should  obey  my  com- 
mand.—  2.  Give  me  neither  poverty  nor  riches. — 
3.  The  nurse  was  always  at  hand  —  she  was  constant 
in  her  attendance.  —  4.  Deserted  —  abandoned  to  his 
fate,  the  poor  soldier  died  of  utter  weariness  and 
exhaustion. 


1.  The  fastest  and  most  beautiful  horses  in 
the  world  are  those  of  Arabia.  The  Arab  loves 
his  horse  almost  as  much  as  he  loves  his  chil- 


142  TuiRD  Reader. 


dren.  In  fact,  liis  horse  lives  among  his 
children.  They,  tumble  about  it,  hang  on  by 
its  ears  and  mane,  and  make  a  playmate  of 
the  gentle  creature. 

2.  Leave  him  his  horse,  and  the  Arab  is  happy 
even  in  the  midst  of  poverty.  He  treats  it  with 
great  care  and  kindness,  never  using  whip  or 
spur.  Horse  and  man  are  friends,  rather  than 
master  and  servant. 

3.  I  must  tell  you  a  story  about  an  Arab  and 
his  horse,  which  shows  how  fond  of  each  other 
they  may  become. 

4.  This  Arab's  name  was  Abou.  One  day 
when  he  was  riding  over  the  plain  some  miles 
away  from  ,  the  simple  tent  which  was  his 
home,  he  was  surrounded  by  enemies  and  taken 
prisoner. 

5.  Abou's  captors  tied  him  fast  on  his  own 
horse,  and  led  him  away  many  miles  to  a  place 
where  they  camped  for  the  night.  There  they 
laid  him  on  the  ground,  and  led  off  his  horse 
with  their  own  to  another  part  of  the  camp. 

6.  Abou  knew  that  he  would  be  sold  as  a 
slave;  and  his  heart  ached  to  think  he  should 
never  again  see  his  home,  or  his  dear  wife  and 
children.     But  almost  as  hard  to  bear  was  the 


Third  Reader.  143 


thought  that  he  should  be  separated  from  his 
horse,  his  constant  companion  for  so  many  years. 

7.  Abou  knew  that  no  one  Avould  ever  be  so 
kind  to  the  poor  beast  as  he  had  been,  —  that 
no  stranger  would  care  to  feed  him  every  day, 
as  he  had,  with  camel's  milk  and  with  sweet 
barley. 

8.  In  the  middle  of  the  night,  while  he  was 
weeping  at  this  thought,  Abou  heard  the  well- 
known  Avhinny  of  his  favorite.  Although  tied 
hand  and  foot,  Abou  managed,  by  rolling  over 
and  over  on  the  ground,  to  come  where  his  horse 
was. 

9.  The  poor  creature  knew  him,  and  trembled 
with  delight.  Abou  trembled  too,  but  with  pain 
and  weakness  and  sorrow.  He  had  made  up 
his  mind  to  set  his  dear  companion  free  if  he 
could. 

10.  Abou  knew  that  he  was  a  hopeless  pris- 
oner ;  but  he  wanted  his  horse  to  escape,  and 
return  to  the  old  home  where  loving  hands 
would  care  for  him  and  tend  him. 

11.  Reaching  the  camel's-hair  cord  with  which 
his  horse  was  tied,  Abou  gnawed  it  with  his 
teeth,  till  at  last  he  had  worn  it  in  two.  Then 
in  a  faint  voice  he  bade  his  pet  begone. 


144 


Third  Reader. 


Third  Reader.  145 


12.  But  the  faithful  creature  would  not  2:0. 
He  sniffed  at  the  cords  that  bound  his  master's 
limbs,  licked  Abou's  face,  whinnied  softly,  and 
then  stood  still. 

13.  For  the  first  time  in  his  life  he  would  pay 
no  attention  to  Abou's  commands.  He  would 
not  stir  an  inch :  he  could  not  desert  his  friend. 

14.  All  this  while  the  noble  animal  must  have 
been  thinking  how  he  could  help  his  master; 
for  at  last  he  felt  about  for  Abou's  belt,  found 
it,  took  it  firmly  in  his  teeth,  lifted  Abou  from 
the  ground,  and  with  this  heavy  burden  sped 
softly  away  over  the  plain. 

15.  Miles  and  miles  and  miles  the  loving  crea- 
ture ran,  never  stopping  to  rest;  miles  and  miles, 
straight  toward  their  far-off  home ;  miles  and 
miles,  with  Abou  in  his  mouth,  —  till,  just  as  the 
dawn  was  breaking,  he  laid  his  master  gently 
down  at  his  own  tent-door. 

16.  The  lonely  wife  and  the  little  children, 
were  they  not  glad?  Yes,  they  were  overjoyed. 
But  their  joy  was  soon  changed  to  grief. 

17.  The  noble  horse  staggered  a  moment,  and 
then  dropped  at  their  feet,  dead  with  exhaus- 
tion. He  had  saved  his  master,  but  he  had  laid 
down  his  own  life. 


146  Third  Header. 


HEADS    FOR    COMPOSITION. 

I.  Subject  of  the  story. 

II.  Abou's   capture  :   when   and   by   whom   taken 
prisoner  —  what  was  done  with  him. 

III.  His  feelings:   about  those   at  home  —  about 
his  horse. 

IV.  .What  occurred  at  night:  Abou's  wish  —  what 
he  did. 

V.  The  faithful  horse:  his   first  disobedience  — 
what  he  did  —  the  race  for  home  —  his  death. 


LESSON    XLII 


Playing  Ninety-Nine, 
pen'non  rmg'lets  win'som^ 

1.  A  little  old  woman  before  me 

Went  slowly  down  the  street; 
Walking  as  if  aweary      , 

Were  her  feeble,  tottering  feet. 

2.  From  under  her  old  poke-bonnet 

I  caught  a  gleam  of  snow;,  <^    , 
And  her  waving  cap-strmg  floated, 
Like  a  pennon,  to  and  fro. 


Third  Reader. 


147 


3.   In  the  "folds  of  her  "rusly  mantle 
'Sudden  her  Ibotstep  caught  ; 
And  I  sprang  to  keep  her  from  falling, 
With  a  touch  as  ^|uick  as  mought : 


4.  When,  under  the  old  poke-bonnet, 
<  1. 1,  saw  a  winsome  face, 

Framed  in  with  the  flaxen  ringlets 
Of  my  wee  daughter  Grace. 

5.  Mantle  and  cap  together 

Dropped  off  at  my  very  feet ; 
And  there  stood  the  little  fairy, 
Beautiful,  blushing,  sweet! 


148 


Third  Reader. 


6.   I  thought —     But  my  little  daughter 
Slipped  her  dimpled  hand  in  mine : 
''  I  was  only  playing,"  she  whispered, 
''  That  I  was  ninety-nine." 


LESSON    XLIII 


About   Plants. 


sealloped 
ches^'nut 


THE   LEAF. 

A-mer'i-ean 
as-p^r'a-gus 


tu'lip 
o'val 


1.   We  think  of  a  leaf  as  somethino:  thin  and 


broad,  with   edges   smoothly   rounded,   prettily 
^scalloped,  or   else  nicely 
toothed,    and    we    know 
that  its  color  is  of  a  pleas- 


ing green. 


2.  Most  plants  have 
leaves  shaped  somewhat 
like  the  apple  leaf — oval, 
or  egg  shape.     Oru  some 

plants  these  oval  leaves  are  smooth  on  """nut'oI^! 

the  edge ;  on  others  the  edges  are  toothed,  like 

those  of  the  chestnut  oak. 


APPLE  LEAF. 


L«AF  OF  CHEST. 


Third  Reader. 


149 


MORMNG-GLOKT  LEAF. 


3.  The  leaves  of  some  plants  are  coarsely 
toothed;  on  other  plants  the  teeth  are  very 
fine.  Many  herbs,  such  as  the  asters  and 
golden-rods  of  our  woods,  as  well  as  the  wild 
sunflowers,  have  leaves  with  both  coarse  and 
fine  teeth,  besides  many  small  ones 
with  smooth  edges,  all  on  the  same 
plant. 

4.  A  leaf  may  be  a  very  long 
oval,  or  a  very  short  and  broad 
one ;  and  some  leaves  are  almost 
round.  Then,  again,  there  are 
leaves  of  a   heart   shape ;   some  morning-glory 

plants  have  such  leaves.  -_ 
6.  Many  plants  have  scal- 
loped leaves :  the  edges 
round  in  and  out.  Nearly 
all  oaks  have  such  leaves. 
The  live-oak,  the  willow 
oak,  and  some  others,  have 
smooth  oval  leaves. 

6.  Here  is  a  leaf  of  a  very 
curious  shape,  and  a  pretty 
leaf  it  is.  It  grows  on  very  large  and  tall  trees, 
called  tulip-trees ;  and  these  are  so  named  be- 
cause they  have  very  large  flowers  shaped  some- 


LEAF  OF  TULIP-TREE. 


150  Thibt)    Reader. 


what  like  a  tulip.     These  splendid  trees  grow  in 
our  American  forests. 

7.  The  sweet-gum  trees  have  star-shaped  leaves, 
and  our  maple-trees  also  have  very  handsome 
leaves  of  somewhat  the  same  shape.  These  are 
only  a  few  of  the  countless  kinds  of  leaves. 

8.  Leaves  are  for  the  most  part  thin  and 
broad.  Being  thin  they  are  light,  and  a  tree 
with  its  many  little  branches  can  bear  thou- 
sands upon  thousands  of  them,  and  not  break 
down.  Being  broad,  they  touch  a  good  deal  of 
air ;  and  that  is  just  what  the  plant  wants  them 
to  do.  It  wants  them  to  take  in  from  the  air 
all  the  food  they  can. 

9.  And  how  do  the  leaves  do  this  ?  By  a  kind 
of  breathing.  A  leaf  has  a  skin  on  each  side, 
and  the  skin  on  the  lower  side  has  a  great  many 
fine  holes.  There  are  many  thousands  of  such 
fine  holes  in  the  skin  of  a  leaf;  and  through 
these  holes  the  air  oets  inside  the  leaf. 

10.  There  a  part  of  the  air  joins  the  sap  or 
guice  that  has  come  up  from  the  roots,  and  the 
two  together  make  the  food  of  the  plant. 

11.  When  the  wind  blpws,  the  leaves  bend  and 
flutter  about,  but  they  liold  fast  to  the  branches 
by  their  tough  little  stalks ;  and,  if  a  few  of  the 


Third  Reader.  151 


weaker  ones  do  IdIow  off,  it  does  not  matter 
much,  for  the  plant  has  plenty  more  left.  The 
Hrm,  found  trunk  hardly  moves;  and  the  strong 
round  branches ~ bend  over,  but  do  not  break; 
while  the  roots  hold  every  thing  fast. 
,  12.  There  are  plants,  however,  that  have  very 
slender,  needle-like  leaves.  All  the  many  differ- 
ent kinds  of  pines  have  such  leaves,  which  for 
the  most  part  hang  from  the  trees  in  bunches. 
The  asparagus  plant,  the  young  shoots  of  which 
we  eat,  has  thread-like  leaves  that  come  out  on 
the  stem  in  round  clusters. 

13.  There  are  many  other  plants  with  leaves 
not  thicker  than  pins;  and  some  plants  have 
very  short  and  thick  leaves. 


LANGUAGE    LESSON. 

Copy,  and   supply  words   to   express  what   kind  of 
leaves :  — 

Most  plants  have leaves. 

Some  morning-glories  have leaves. 

Nearly  all  oaks  have leaves. 

The  sweet-gum  tree  has leaves. 

All  pines  have leaves. 

The  asparagus  plant  has leaves. 


152  Third  Reader. 


LESSON    XLIV 
Bright    Examples. 

VOLNEY   AND    THE    SHARK. 

^  rescue,  an^-ie-ty  venture 

re€^ord  elufched  &g'o-ny 

eiit'lass  he-r5'i€  s^ie'ri-fice  (flz) 

PREPARATORY    DICTATION. 

1.  The  hrave  fireman  brought  the  child  safe  out  ol 
tlie  flames :  he  rescued  it.  —  2.  The  heroic  man  ventured 
where  no  one  else  dared  go.  —  3.  Anxiety  showed  itself 
in  every  face,  but  the  poor  mother  was  more  than  anx- 
ious, —  she  was  in  agony. 


1.  On  board  a  vessel  bound  for  the  West 
India  Islands  was  a  little  girl,  the  daughter  of 
a  rich  merchant.  One  day  during  the  voyage 
tliis  little  girl  slipped  away  from  her  nurse,  and 
ran  upon  deck. 

2.  While  looking  down  into  the  water  the 
rolling  of  the  ship  made  her  dizzy,  and  she  fell 
over  the  side  of  the  vessel  into  the  sea.  A  sailor 
named  Martin,  who  saw  the  child  fall,  plunged 
in  to  rescue  her,  and  after  swimming  a  few 
strokes  caught  hold  of  her  dress. 


Third  Reader.    •  153 


5.  With  one  hand  he  swam  toward  the  vessel, 
and  with  the  other  he  held  the  child  close  to  his 
breast.  Turning  suddenly  round,  he  saw  behind 
him  a  larg-e  shark.  The  terrible  creature  was 
coming  straight  toward  him. 

4.  At  his  loud  cries  for  help  every  one  ran  on 
deck,  but  no  one  "knfew  what  to  do.  The  shark 
rushed  forward  to  seize  his  prey.  It  Avas  plain 
that,  unless  help  came  quickly,  poor  Martin  and 
the  little  girl  would  be  lost. 

5.  It  was  a  dreadful  sight.  On  the  deck  was 
the  merchant,  trembling  for  the  safety  of  his 
little  girl ;  in  the  water,  a  brave  sailor  risking 
his  life  for  the  child  of  a  stranger.  The  whole 
crew  held  their  breath  in  anxiety. 

6.  The  sailors  were  brave  men,  but  they  did 
not  dare  venture  into  the  water.  Perhaps  they 
thought  it  would  be  useless.  But  Martin's  son, 
whose  name  was  Volney,  a  lad  twelve  years  old, 
heard  with  agony  the  cries  of  his  dear  father. 

7.  Seizing  a  cutlass,  he  threw  himself  boldly 
into  the  sea.  Diving  like  a  fish,  he  slipped 
under  the  shark,  and  drove  the,  cutlass  into  its 
body  up  to  the^hilt.  Then  the  wounded  animal 
left  the  track  of  the  father,  and  turned  upon 
the  boy,  who  stabbed  it  again  and  again. 


154  .    Third  Reader. 


,  8.  The  poor  lad  had  little  chance  of  escape. 
Ropes  were  quickly  thrown  to  father  and  son, 
and  each  clutched  one.  Soon  they  were  hauled 
several  feet  above  the  surface  of  the  water.  Al- 
ready cries  of  joy  were  heard  :  ''  Here  they  are ! 
They  are  saved  !  " 

9.  Alas,  the}^  were  not  all  saved !  Martin  and 
the  girl  were  lifted  safely  to  the  deck ;  but, 
"enraged  at  seeing  his  prey  about  to  escape,  the 
shark  made  a  spring  out  of  the  water,  seized  the 
lad,  and  crushed  him  in  his  monstrous  jaws. 

10.  I  am  sure  that  in  the  record  of  daring 
deeds  you  have  read  nothing  more  touching 
than  this  heroic  sacrifice  of  a  noble  young  life. 


HEADS    FOR    COMPOSiTION. 

I.  Person  and  scene:  the  little  girl  —  the  ship - 
where  bound  —  the  accident. 

II.  The   rescuer:   his   name  —  what   he  did  first 

—  Avhat  next. 

III.  The  shark  :  what  it  did  —  the  terrible  danger 

—  feeling  of  the  sailors. 

IV.  VoLNEY  :  who  lie  was  —  what  he  did  —  combat 
with  the  shark. 

V.  Saved  and  lost  :  rescue  of  Martin  and  the  lit- 
tle girl  —  fate  of  ^^olney. 


Third  Reader.  155 


LESSON     XLV. 

Three  Chinese  Stories. 

pre-tencF  tem'pest  nerv'ous 

du'ti-ful  sur-pri§ed'        dis-o-be'di-ent 

thou'gand  stuni'ble  bani-boo' 

PREPARATORY     DICTATION. 

1.  Jane  minded  her  parents  —  she  was   dutiful,  but 

George  was  disobedient.  —  2.  Lucy  was  fretful  —  she  was 

nervous.  —  3.  It  was  a  hard  storm,  ahiiost  a  tempest.  — 

4.  Let   us   make  believe  we  are  ninety-nine,  —  let  us 

pretend  so. 

I. 

1.  About  three  thousand  years  ago  there  was 
a  man  named  Lou-la.  When  he  was  seventy 
years  of  age  he  used  to  put  on  bright,  many- 
colored  clothes,  and  then  he  would  play  about 
like  a  child. 

2.  Sometimes  he  would  carry  water  into  the 
hall,  and  pretend  to  stumble,  and  fall  flat  on 
the  ground;  and  then  he  would  cry,  and  run 
up  to  his  parents'  side,  to  please  the  old  people. 
Lou-la  did  these  things  to  make  his  parents 
forget,  for  a  time  at  least,  their  own  great  age. 


156  Third  Reader. 


II. 

1.  There  was  once  a  man  named  Han.  When 
he  was  a  bo}^  he  was  often  disobedient,  and  his 
mother  used  to  punish  him  with  a  bamboo  rod. 

2.  One  day  he  cried  after  the  beating;  and  his 
mother  was  greatly  surprised,  and  said,  "I  have 
beaten  you  many  a  time,  and  you  have  never 
cried  before:  why  do  you  cry  to-day?" 

3.  ''O  mother!"  he  replied,  ^'you  used  to  hurt 

me  when  you 'flogged  me;  but  now,  dear  mother, 

I  weep  because  you  are  not  strong  enough  to 

hurt  me." 

III.  f 

1.  A  man  named  Lee  was  very  dutiful  to  his 
mother.  She  was  a  very  nervous  woman,  and 
was  always  greatly  frightened  in  a  thunder- 
storm. 

2.  When  she  died  Lee  buried  his  dear  mother 
in  a  wood;  and  whenever  the  wind  arose,  and  a 
tempest  came,  he  ran  to  the  grave,  knelt  down, 
and  with  tears  cried  out,  "Lee  is  near  you  — 
don't  be  afraid,  mother!" 


Copy  the  last  story. 


Third  Reader.  157 


LESSON    XLVI. 

A   Little  Girl's   Letter. 

dove  ilafii'er  weath'er 

1.  Dear  Grandma,  I  will  try  to  write 

A  very  little  letter : 
If  I  don't  spell  the  words  all  right, 
Why,  next  time  I'll  do  better. 

2.  My  little  rabbit  is  alive, 

And  likes  his  milk  and  clover; 
He  likes  to  see  me  very  much, 
But  is  afraid  of  Rover. 

3.  I've  got  a  dove  as  white  as  snow, 

I  call  her  ''  Polly  Feather ;  " 
She  flies  and  hops  about  the  yard 
In  every  kind  of  weather. 

4.  The  hens  are  picking  off  the  grass, 

And  clucking  very  loudly; 
While  our  old  peacock  struts  about 
And  shows  his  colors  proudly. 


158  Third  Reader. 


5.   I  guess  I'll  close  my  letter  now : 
I've  nothing  more  to  tell. 
Please  answer  soon,  and  come  to  see 
Your  loving  little 


NELL. 


LANGUAGE    LESSON. 

Copy  the  ''Little  Girl's  Letter"  as  prose. 


LESSON     XLVII. 


About   Plar 

Its. 

THE    FLOWER. - 

-Part    I. 

6'dor§ 

efi-dear' 

ob'long 

vast- 

pet'al§ 

pis'til§ 

^nob 

sta'men 

al-tiioi(^// 

PREPARATORY      DICTATION. 

1.  Most  flowers  smell  sweet,  although  some  have  no 
odor.  —  2.  Those  little  knobs  in  a  flower  that  form  part 
of  the  stamens  are  longer  than  they  are  broad,  —  they 
are  oblong.  —  3.  The  flowers,  like  the  stars,  are  countless 
—  a  vast  multitude. 

1.   Why  do  we  all   like  flowers  so  much?     It 
is  because   of   their   pretty  shapes   and    lovely 


Third  Reader. 


159 


colors;    while   the   sweet   odors   that   many  of 
them  cfive  out  endear  them  to  us  still  more. 

2.  What  is  the  shape  of  flowers?  Flowers 
have  a  great  many  shapes.  There  are  as  many 
shapes  of  flowers  as  there  are  shapes 

of  leaves.  But  then  you  can  almost 
always  tell  a  flower  from  a  leaf  by  its 
form  alone,  even  if  you  do  not  know 
its  color. 

3.  Here  is  a  picture  of  a  leaf  and  of 
a  flower.  Now  you  know  very  well 
which  is  the  leaf  and  which  is  the 

flower,    although    you 

see  no  color.     How  is 

this?     You  see  that  the   leaf  is 

one  little  blade  only,  but  that  the 

flower   has    several    little   blades 

standing  round  in  a  ring. 

4.  A  vast  number  of  plants 
have  flowers  like  the  lily.  Some  have  only 
three  blades  in  a  ring,  some  have  four,  some 
flve,  some  six,  some  seven,  eight,  nine,  ten,  or 
many  more. 

5.  These  little  blades  are  called  petals.  Flowers 
with  fixe  petals  are  very  plentiful.  In  the  next 
picture  you  see  the  petals   standing   round    in 


LEAF   OF   CHESTNUT 
OAK. 


LILY  FLOWER. 


160 


Third  Be  a  dee. 


a  ring,    and    making    a    kind    of   round    form. 

And  do  you  know  that  there  is  something  round 
about  almost  every  flower?  If 
the  little  blades  do  not  stand  ex- 
actly in  a  ring,  they  are  almost 
sure  to  be  fastened  to  a  little 
round  bag  or  to  a  tube  somewhat 
like  a  quill. 
6.   Then,  again,  there  may  be  no  little  blades 

standing  apart  from  one  another,  but  all  may 

be  joined  together,  making 

the   flower   hollow   like    a 

cup.      You    have   only   to 

think    of    the    bell-flower, 

which   is   a  deep  kind   of 

cup  (or  much  the  shape  of 

a  bell)  with  notches  in  the 

'rim.     To  be  sure,  there  are 


tADT'S-SLIPPER. 


leaves  that  are  quite  round  too ;  but  then  they 
are  not  hollow  or  cup-shaped,  like  a  flower. 
They  are  flat. 

7.  In  some  flowers  there  are  little  thread-like 
things,  often  of  a  yellow  color,  standing  round 
in  a  ring.  In  many  plants  they  stand  right  up 
from  the  bottom  of  the  flower.  On  the  end  of 
each  is  a  little  knob,  about  as  big  as  a  pin-head 


Third  Reader.  161 


or  larger;  but  it  is  not  so  round.  The  little 
knobs  are  mostly  narrow  and  long  —  or,  as  we 
say,  oblong.  This  thread  with  the  little  knob  is 
called  a  stamen. 

8.  If  you  look  into  some  other  flowers,  you 
will  not  see  these  stamens ;  but  instead,  you  will 
see,  standing  up  right  in  the  center,  other  little 
thread-like  things.  There  may  be  only  one,  or 
there  may  be  two,  three,  four,  five,  or  many 
more,  in  one  flower.  They  look  somewhat  like 
the  stamens ;  but  the  knobs,  if  there  are  any, 
are  generally  rounder,  much  like  a  small  bead 
in  shape. 

9.  These  little  threads  with  the  round  knobs 
are  called  pistils.  Some  pistils  have  two,  three, 
four,  or  five  knobs. 


LANGUAGE    LESSON. 

Change  these  questions  to  statements :  — 

Are  the  little  blades  standing  round  in  a  ring  called 
petals  ? 

Are  the  little  yellow  thread-like  things  with  the  ob- 
long knobs  called  stamens  ? 

Are  the  other  little  thread-like  things  with  round 
knobs  called  pistils  f 


162  Third  Readeu. 


LESSON    XLVIII. 
About    Plants. 

THE   FLOWER. -Part  II. 

glacrdcn-ing  pump'kin  per'fume 

porien  pip'pin  au'tum?^, 

PREPARATORY     DICTATION. 

1.  In  the  fall  of  the  year  most  flowers  are  dead,  and 
we  miss  their  sweet  perfume.  —  2.  But  we  are  delighted 
and  gladdened  by  the  bright  colors  of  the  autumn  leaves. 


1.  It  is  in  the  bottom  of  the  pistil  that  the 
young  seed  grows.  While  yet  the  lovely  flower 
delights  the  eye  with  its  charms  of  form  and 
color,  the  young  seed,  so  small  that  it  can  not 
be  seen,  is  beginning  to  grow  inside  the  flower 
at  the  bottom  of  the  pistil. 

2.  After  the  petals  of  the  flower  drop  off  or 
wilt,  the  seed  goes  on  growing  until  it  becomes 
ripe,  while  the  bottom  of  the  flower,  usuall}^ 
green  and  hard,  grows  around  the  seed,  and 
makes  the  fruit. 

3.  So  w^e  have  the  large  yellow  bell-shaped 
flower  of  the   pumpkin    vine.     There   it   is   at 


Third  Reapeb.  163 

first,  with  its  pistil  of  three  knobs,  gladdening 
the  daylight  with  its  beautiful  color,  while  ants, 
^ees,  wasps,  and  butterflies  go  in  to  suck  the 
sweets;  and  all  the  time  the  young  fruit  is 
growing  at  the  bottom.  By  and  by  the  flower 
withers  and  drops  ofl";  and  where  the  flower  was, 
the  big  pumpkin  now  grows  and  ripens. 

4.  But  there  are  other  flowers  on  the  pump- 
kin-vine. They  are  large,  yellow,  bell-shaped, 
and  beautiful  too;  but  when  they  drop  ofl*,  no 
fruit  comes  after  them  and  takes  their  places. 

5.  Then  what  are  they  for  ?  Ah !  there  is  a 
question !  Look  into  those  flowers,  and  you  will 
see  stamens,  but  no  pistils.  Such  flowers  can  not 
bear  fruit.     No  seed  grows  in  a  stamen. 

6.  ''  What  are  the  stamens  for  ?  "  you  will  ask. 
There  is  a  very  curious  thing  about  stamens 
and  pistils.  In  those  very  knobs  of  the  stamens 
there  grows  a  flne  dust.  That  dust,  when  it  is 
ripe,  works  out  of  the  knobs ;  and  when  wasps, 
butterflies,  or  other  little  creatures  go  into  the 
flower,  they  rub  against  the  knobs,  and  the  dust 
sticks  to  them. 

7.  Presently  they  go  into  another  pumpkin- 
flower,  perhaps  one  that  has  a  pistil.  Of  course 
they  are  very  likely  to   rub   against   that   too. 


164  TlIIlll)    ItEADKH. 


Then  the  fine  dust  —  called  pollen  —  brought 
from  the  stamen  in  the  other  flower,  rubs  off 
on  one  of  those  knobs  of  the  pistil. 

8.  Then  it  is,  and  not  till  then,  that  the  un- 
seen seed  begins  to  grow  in  tiie  bottom  of  the 
pistil.  The  pollen  had  to  come  from  the  stamen, 
or  no  seed  would  have  grown  in  the  pistil.  So, 
you  see,  stamens  have  work  to  do.  On  their 
knobs  grows  the  pollen ;  and  that  pollen  must  in 
some  way  get  to  the  pistils,  or  no  fruit  will  come. 

9.  Very  many  plants  have  both  pistils  and 
stamens  in  the  self-same  flower.  In  such  flowers 
the  pistil  is  in  the  middle,  and  the  stamens 
usually  grow  around  it  in  a  circle. 

10.  Did  you  ever  see  an  apple-blossom  ?  That 
has  the  pistil  with  the  stamens  standing  round 
it.  The  pollen  from  the  stamens  gets  on  the 
pistil,  and  only  then  does  the  little  apple  begin 
to  grow. 

11.  After  sweetening  the  air  with  their  per- 
fume for  a  few  days,  the  little  rosy  blades  or 
petals  of  the  blossom  drop  ofl";  the  young  apple, 
not  so  big  as  a  bead,  grows  larger  and  larger ; 
and  by  the  time  autumn  comes  round,  there  on 
the  tree  hangs  a  fine  pippin.  Remember,  sta- 
mens and  pistils  made  that  apple  grow. 


TniBi)  Reader.  165 


LANGUAGE     LESSON. 

Change  from  questions  to  statements:  — 

Is  it  in  the  bottom  of  the  pistil  that  the  young  seed 
grows  ? 

Does  the  seed  go  on  growing  until  it  becomes  ripe  ? 
and  does  the  bottom  of  the  flower  grow  around  the 
seed,  and  make  the  fruit? 

Does  any  seed  grow  in  flowers  that  have  stamens  but 
no  pistils  ? 

Must  pollen  come  from  the  stamen  before  seed  will 
grow  in  the  pistil  ? 

Do  little  insects  carry  the  pollen  from  the  stamen  of 
one  flower  to  the  pistil  of  another  ? 

Have  many  plants  both  pistils  and  stamens  in  the 
same  flower  ?     ( Give  an  example) 


Copy  these  verses :  — 

Down  falls  the  pleasant  rain, 
To  water  thirsty  flowers; 

Then  shines  the  sun  again, 
To  cheer  this  earth  of  ours. 

If  it  were  always  rain, 

The  flowers  would  be  drowned; 
If  it  were  always  sun, 

No  flowers  would  be  found. 


166  Third  Reader. 


LESSON     XLIX. 
The   Story  of  Joseph.— Part   I. 

blame'less  pa  to  jearous 

peage'a-bly  myiTh  (mix)  en'vi-ous 

reign  rent  He'bron 

re-§ult'  file  ear'a-van 

ba/m  o-bei'sange  pro-posed' 

PREPARATORY     DICTATION. 

1.  The  Queen  of  England  is  the  chief  ruler  of  the 
English  people,  —  she  reigns  over  them.  —  2.  His  coat 
was  in  tatters,  —  all  torn  and  rent.  —  3.  The  children 
marched  down  the  schoolroom  one  by  one,  the  girls  in 
one  file,  the  boys  in  another.  —  4.  You  should  be  glad 
of  the  good  fortune  of  others,  not  jealous  or  envious  of 
it.  —  5.  When  we  wish  to  show  great  respect  we  bow 
low,  —  we  make  obeisance. 


1.  The  story  of  Joseph  is  one  of  the  most 
touching  and  tender  in  the  Bible.  Indeed,  in 
all  that  has  ever  been  written  of  men  who  did 
noble  deeds,  there  is  nothing  finer  than  what  we 
are  told  of  this  beautiful  soul,  this  blameless 
Jewish  lad  and  man. 

2.  Joseph    was    the   dear  son    of    Jacob   and 


Third  Reader.  167 


Rachel.  Jacob  had  tAvelve  sons,  but  he  loved 
Joseph  best  of  all ;  and  we  are  told  that  to  show 
his  pride  in  the  lad  the  father  gave  him  a  ^^  coat 
of  many  colors ;  "  that  is,  an  outside  dress,  the 
parts  of  which  were  made  of  several  different 
colored  cloths. 

3.  When  his  older  brothers  saw  that  Joseph 
was  their  father's  favorite,  they  hated  him,  and 
''  could  not  speak  peaceably  to  him." 

4.  This  feeling  grew  from  day  to  day,  and 
was  made  the  more  bitter  by  a  dream  which 
Joseph  had  at  this  time,  and  which  he  told  to 
his  brothers. 

5.  ''  Behold,"  he  said,  '^  we  were  binding 
sheaves  in  the  field,  and  lo !  my  sheaf  arose  and 
stood  upright;  and  behold  your  sheaves  stood 
round  about,  and  made  obeisance  to  my  sheaf." 

6.  Joseph  told  his  brothers  this  dream  without 
thinking  how  they  might  feel  about  it.  But 
these  jealous  men  saw  in  it  a  dream  with  a 
meaning.  '^  Shalt  thou  indeed  reign  over  us?" 
they  asked.  And  they  hated  him  the  more  for 
his  dream. 

7.  We  shall  soon  learn  how  exactly  Joseph's 
dream  came  true.  And,  strange  to  say,  it  came 
true  as  the  result  of  a  plot  which  these  wicked 


168  TmiiD   Reader. 


and  envious  brothers  laid  to  take  the  life  of  the 
dreamer. 

8.  Soon  after  this  Joseph's  brothers  went  to 
seek  new  pasturage  for  their  flocks  some  miles 
away  from  their  home,  in  the  vale  of  Hebron. 
One  day  Jacob  sent  Joseph  to  see  how  his  broth- 
ers were  getting  along,  and  bring  him  word. 

9.  When  Joseph's  brothers  saw  him  coming, 
they  made  up  their  minds  to  kill  him.  ''  Be- 
hold, this  dreamer  cometh,"  they  said  to  one 
another:  "let  us  slay^him  and  cast  him  into  a 
pit,  and  say  some  evil  beast  killed  him." 

10.  When  this  plan  was  agreed  upon  it  would 
seem  that  one  of  the  brothers  —  Reuben,  the 
eldest  —  was  absent.  When  he  returned  he 
would  not  hear  of  their  killing  Joseph.  He 
advised  that  they  should  throw  him  into  a  pit ; 
but  his  real  wish  was  to  save  Joseph's  life,  and 
take  him  back  secretly  to  his  father. 

11.  In  the  mean  while  Joseph  came  up  to  where 
his  brothers  were.  They  at  once  seized  him, 
stripped  him  of  his  ''  coat  of  many  colors,"  and 
cast  him  into  a  deep  empty  pit.  Then  the 
heartless  brothers  sat  down  to  eat  their  meal. 

12.  Now,  while  they  were  eating,  a  caravan 
was  seen  passing.      It   was  a  band  of  Arabian 


Third  Header. 


169 


merchants  with  their  camels  laden  with  spices, 
balm,  and  m3^rrh,  and  they  were  on  their  way 
southward  into  Egypt. 

13.   It  was  now  that  a  new  and  less  cruel  way 


170  Third  Reader. 


of  getting  rid  of  Joseph  was  proposed  by  one  of 
the  brothers,  named  Judali.  ''What  profit  is  it," 
asked  he,  "if  we  should  kill  our  brother?  Let 
us  sell  him  to  these  merchants." 

14.  This  plan  satisfied  them  all :  so  they  drew 
Joseph  out  of  the  pit,  and  sold  him  to  the  mer- 
chants, for  twenty  pieces  of  silver.  Then  they 
killed  a  kid,  and  in  its  blood  they  dipped 
Joseph's  coat.  They  then  took  it  to  their  father, 
and  said,  "  This  have  we  found." 

15.  Well  did  the  poor  father  know  the  coat  of 
his  darling  boy.  "  It  is  my  son's  coat,"  cried 
he ;  "  an  evil  beast  hath  devoured  him :  Joseph 
is  without  doubt  rent  in  pieces." 

16.  Jacob  mourned  for  his  dear  son  many 
days.  He  would  not  be  comforted.  "  I  will 
go  down  into  the  grave,"  he  sobbed ;  ''  I  will  go 
down  into  the  grave  unto  my  son,  mourning." 

17.  And  that  son  ?  We  have  seen  him  sold  to 
the  Arabian  merchants  :  so  we  must  now  picture 
him  as  one  of  the  servants  in  tlie  caravan. 

18.  W^e  see  the  camels  in  long  file  stalking 
over  the  desert,  —  stalking,  day  by  day,  under 
the  hot  cloudless  sky,  till  at  last  the  palm-trees 
that  border  the  river  Nile  come  into  sight. 
Joseph  is  in  the  land  of  Egypt. 


TniED  Header.  171 


HEADS    FOR    COMPOSITION. 

I.  Subject  of  the  story:  parents  of  Joseph  —  his 
brothers  —  Jacob's  love  for  Joseph — how  shown. 

II.  The  jealous  brothers:  cause  of  the  jealousy 

—  how  increased  —  what  the  brothers  said. 

III.  The  plot  :    vale  of  Hebron  —  Joseph's  errand 

—  what  the  brothers  did. 

IV.  Sold  as  a  slave  :  the  caravan  —  Judah's  pro- 
posal—  the  sale — journey  to  Egypt. 

V.  Plot  to  deceive  Jacob  :  the  bloody  garment — 
what  the  sons  told  their  father  —  Jacob's  grief 


LESSON     L. 
Story   of  Joseph.  — Part   II. 

Pha'rao/i  Greeks  in-ter'pret 

pyr'a-mid  art  yest'iireg 

^v-myed'  wi§'d6m  fam'ine 

PREPARATORY     DICTATION. 

1.  Thousands  of  years  ago  the  people  of  Greece, 
called  Greeks,  were  famous  for  the  wisdom  of  their 
great   men,  and  for  the  beauty  of  their  statues   and 


172  Third  Header. 


other  works  of  art. — 2.  Your  words  have  some  hidden 
meaning:  explain  it,  —  interpret  it  to  me.  —  3.  There 
was  no  food  in  the  land  —  thousands  of  people  died  of 
hunger  in  the  great  famine.  —  4.  Eastern  princes  used 
to  be  dressed,  or  arrayed,  in  garments  or  vestures  of  fine 
linen. 


1.  Egypt  at  the  time  of  which  we  are  reading 
—  four  thousand  years  ago  —  was  the  greatest 
and  richest  country  in  the  world.  The  Egyp- 
tians were  a  very  bright  people.  They  had  gone 
far  in  learning  and  art  and  written  w^isdom  at  a 
time  when  the  Greeks  were  mere  savages. 

2.  Travelers  who  now  visit  that  land  tell  us 
of  the  grand  and  lofty  pyramids,  —  the  most 
wonderful  buildings  ever  built  by  man.  Those 
very  pyramids  met  the  eye  of  Joseph  as  the 
caravan  ivound  its  way  into  the  rich  valley  of 
the  Nile! 

3.  Arrived  in  Egypt,  the  Arabian  merchants 
sold  the  handsome  Jewish  youth  as  a  slave.  He 
was  bought  by  the  captain  of  the  royal  guard 
of  Pharaoh,  king  of  Egypt. 

4.  By  his  master  Potiphar,  the  captain  of  the 
king's  guard,  Joseph  was  very  much  liked,  and 
he  was  soon  made  overseer  of  Potiphar's  prop- 
erty.    But  after  a  time  he  was  falsely  accused 


Third  Readeii.  178 


of  wrong-doing,  and  was   thrown  into  prison 
And  there  he  lay  for  two  years. 

5.  About  the  end  of  the  two  years  it  happened 
that  the  king  of  Egypt  had  a  strange  dream. 
Piiaraoh  dreamed  that  while  he  stood  on  the 
banks  of  the  Nile  there  came  up  out  of  the 
river  seven  fat  kine,  or  cattle,  and  they  fed  in  a 
meadow. 

6.  And  there  came  up  after  them  seven  poor, 
lean  cattle ;  and  the  seven  lean  kine  ate  up  the 
seven  fat  kine.  And  when  the  seven  lean  had 
eaten  up  the  fat  kine,  it  could  not  be  known 
that  they  had  eaten  them;  for  they  were  still  as 
lean  as  at  the  beginning. 

7.  And  Pharaoh  dreamed  that  he  saw  seven 
ears  of  corn  upon  one  stalk,  full  and  good,  and 
after  them  seven  ears  withered  and  thin ;  and 
the  thin  ears  devoured  the  seven  good  ears. 

8.  In  those  days,  when  dreams  were  thought 
to  be  warnings,  people  were  very  anxious  to  find 
out  their  meaning.  Of  course  the  king  thought 
a  great  deal  about  his  strange  dream  :  so  sending 
for  all  the  magicians  of  Egypt,  he  told  them  his 
dream,  and  commanded  them  to  interpret  it. 
But  none  of  them  could  explain  its  meaning. 

9.  At  last  one  of  Pharaoh's  officers,  the  chief 


174  Thibi)  Readeu. 


butler,  remembered  that  when  he  had  been  in 
prison  the  year  before,  Joseph  gave  him  a  very 
true  explanation  of  a  dream  he  himself  had 
dreamed.  So  the  butler  spoke  to  the  king  about 
Joseph,  and  Pharaoh  sent  to  the  prison  for  him. 

10.  The  king  having  told  his  dream,  Joseph 
explained  it  in  this  way.  The  seven  fat  cattle 
and  the  seven  full  ears  of  corn  meant  that  there 
should  be  seven  3^ears  of  plenty.  And  the  seven 
lean  cattle  and  the  seven  thin  ears  meant  seven 
years  of  famine. 

11.  The  seven  years  of  plenty  were  to  be  fol- 
lowed by  the  seven  years  of  famine,  when  they 
would  eat  up  all  that  had  grown  in  the  years 
of  plenty. 

12.  Joseph  advised  the  king  to  store  up  food 
during  the  seven  years  of  plenty  for  use  during 
the  seven  years  of  famine.  He  also  advised  him 
to  find  some  able  man  to  attend  to  this  business. 

13.  This  wise  advice  Pharaoh  was  wise  enough 
to  take,  and  he  showed  no  less  wisdom  in  ap- 
pointing Joseph  to  fill  the  office.  "  Can  we," 
said  the  king,  "  find  such  an  one  as  this  man 
is?"  So  the  king  put  the  whole  business  into 
Joseph's  hands. 

14.  "  And  Pharaoh  took  off  his  ring  from  his 


Thibd  Reabeh.  175 


hand,  and  put  it  upon  Joseph's  hand,  and 
arrayed  him  in  vestures  of  fine  linen,  and  put  a 
gold  chain  about  his  neck ;  and  he  made  him 
to  ride  in  the  second  chariot  which  he  had ;  and 
they  cried  before  him,  ^  Boiu  the  knee;'  and  he 
made  him  ruler  over  all  the  land  of  Egypt." 

15.  The  years  of  plenty  came.  ''  And  Joseph 
gathered  grain  as  the  sand  of  the  sea."  Then 
the  seven  years  of  famine  began,  and  the  people 
cried  out  to  Pharaoh  for  bread.  The  king  told 
them  to  go  to  Joseph.  So  Joseph  opened  all  the 
storehouses,  and  sold  grain  to  the  Egyptians. 


HEADS    FOR    COMPOSITION. 

I.  Joseph's  arPvIval  in  Egypt:  to  whom  sold  — 
his  promotion  —  why  put  in  prison. 

II.  Pharaoh's  dream  :  the  fat  cattle  and  the  lean 
cattle — the  good  and  the  thin  ears  of  corn  —  Pharaoh's 
command  to  the  magicians  —  their  failure. 

III.  Joseph  before  Pharaoh  :  the  butler's  report 
—  the  sending  for  Josej)!!  —  the  king  tells  his  dream  — 
Joseph's  explanation. 

IV.  Joseph's  advice:  to  store  up  corn  —  to  appoint 
a  superintendent. 

V.  Pharaoh's  conduct:  appoints  Joseph  —  heaps 
honors  on  him  —  years  of  plenty  —  years  of  famine. 


176  Third  Meader. 


LESSON    LI. 

Story    of  Joseph.  — Part  III. 

€a'naan  f6re-t5ld'  €on-tror 


Sim'e-on  gra'giotis  store 

has'^en  warfare  sup-ply' 

PREPARATORY    DICTATION. 

1.  The  astronomer  predicted  the  eclipse  —  he  fore- 
saw and  foretold  it.  —  2.  A  kind  and  gracious  king 
shows  mercy  and  favor  to  all.  —  3.  He  strove  to  re- 
strain his  tears,  but  could  not  control  his  feelings. — 
4.  The  little  busy  bee  gathers  a  store  of  honey  in  the 
warm  June  days,  a  supply  for  the  time  when  flowers 
are  dead. 

1.  We  now  come  to  the  most  interesting  part 
of  our  story.  The  famine  which  Joseph  had 
foretold  spread  beyond  Egypt:  there  Avas  the 
same  dearth  in.  all  the  countries  around,  and 
especially  in  Joseph's  old  home,  in  the  land  of 
Canaan,  where  his  father  Jacob  and  his  brothers 
still  lived. 

2.  When  they  were  in  great  want,  Jacob  heard 
that  grain  could  be  bought  in  Egypt:  so  he  told 
his  sons  to  go  down  into  that  country  and  buy 


Third  Readeh.  177 


a  supply.     Ten  of  Jacob's  sons  set  out  for  Egypt; 
but  his  youngest,  Benjamin,  he  kept  at  home. 

3.  You  remember  that  Joseph  was  now  the 
governor  of  Egypt;  and  it  was  to  him  that  all 
who  wished  to  buy  grain  had  to  go.  So  the  ten 
were  brought  into  the  presence  of  Joseph,  before 
whom  they  bowed  themselves  to  the  earth. 

4.  Joseph  knew  his  brothers  at  once,  but  they 
did  not  know  him.  And  how  could  they  know 
him?  They  had  last  seen  him  a  Aveeping  slave  : 
they  found  him,  if  not  on  the  throne,  yet  the 
right  arm  of  him  who  sat  on  the  throne  of 
Egypt. 

5.  Joseph,  as  we  shall  see,  had  an  object  in 
view  which  led  him  not  to  make  himself  known 
to  them.  He  wished  to  see  his  youngest  brother, 
—  the  dear  Benjamin,  the  son  of  his  own  mother 
Rachel. 

6.  So  Joseph  spoke  roughly  to  them;  pre- 
tended that  he  thought  them  spies,  kept  them 
in  prison  for  three  days,  and  then  let  them  go 
home  only  on  the  promise  that  they  would  re- 
turn, bringing  Benjamin  with  them.  To  make 
sure  of  this,  he  caused  one  of  his  ten  brothers, 
Simeon,  to  be  bound,  and  said  he  would  keep 
him  till  they  came  back. 


178  Third  Reader. 


7.  All  this  time  it  was  hard  for  Joseph  to  keep 
back  his  feelings.  He  heard  his  brothers  speak- 
ing of  their  father  and  of  Benjamin,  and  of 
himself,  —  how  cruel  they  had  been  to  him  in 
selling  him  into  slavery,  and  how  this  punish- 
ment had  come  to  them  on  that  account. 

8.  They  did  not  think  that  the  governor 
understood  what  they  were  saying,  for  he  spoke 
to  them  through  an  interpreter.  But  of  course 
Joseph  understood  it  all;  and  it  is  said  that  "he 
turned  himself  about,  from  them,  and  wept." 

9.  Joseph  now  ordered  that  the  sacks  which 
the  brothers  had  brought  should  be  filled  with 
grain;  and  having  laden  their  animals  they  set 
out  on  their  homeward  journey. 

10.  A  hard  task  was  now  before  the  brothers: 
they  had  to  tell  their  father  that  the  governor 
of  Egypt  had  ordered  them  to  come  back,  bring- 
ing Benjamin  with  them,  and  that  Simeon  was 
to  be  kept  in  prison  till  they  returned. 

11.  This  came  near  breaking  the  old  father's 
heart.  Joseph  dead!  Simeon  a  prisoner  in  Egypt! 
And  now  Benjamin  was  to  be  taken  away!  He 
felt  that  he  could  not  let  him  2fO.  , 

12.  But  the  famine  still  lasted:  soon  the  store 
of  food  which  the  brothers  had  brought  from 


Third  Reader.  179 


Egypt  was  gone.  They  must  either  starve  or  go 
back  for  more.  So  Jacob  had  to  let  them  2:0, 
and  take  with  them  "the  child  of  his  old  ao-e, 
the  little  one." 

13.  Again  they  stood  before  Joseph,  and  bowed 
themselves  to  the  earth.  He  questioned  them 
about  their  welfare,  and  asked,  ''Is  your  father 
well,  the  old  man  of  whom  you  spoke?  Is  he 
alive  3'et?"  They  answ^ered  that  he  was  alive, 
and  again  made  obeisance. 

14.  Joseph  then  lifted  up  his  eyes  and  saw 
Benjamin,  his  mother's  son,  and  said,  "And  this 
is  your  younger  brother  of  whom  you  spoke  to 
me?     God  be  gracious  to  thee,  my  son." 

15.  It  was  still  harder  now  for  Joseph  to  keep 
back  his  feelings  than  it  had  been  before.  He 
had  to  hasten  away  into  his  own  chamber  and 
weep  there. 

16.  When  at  last  he  had  control  of  himself  he 
returned  to  his  brothers ;  and,  having  in  the 
mean  time  ordered  a  feast  to  be  prepared,  he 
caused  them  to  sit  down  and  eat.  He  served  his 
brothers  with  food.  "  And  Benjamin's  portion 
was  five  times  as  great  as  any  of  theirs." 

17.  At  dawn  the  next  morning  the  ten  brothers 
set  out,  their  beasts  of  burden  laden  with  sacks 


180  Third  ReadeU. 


of  food ;  but  they  had  not  gone  far  before  they 
were  overtaken  by  Joseph's  steward. 


HEADS    FOR    COMPOSITION. 

I.  Famine  in  Canaan:  what  Jacob  heard  —  what 
he  told  his  sons  —  ten  start  —  Benjamin  kept  at  home. 

II.  The  brothers  before  Joseph  :  his  recognition 
of  them  —  their  ignorance  of  him  —  why  he  did  not 
make  himself  known. 

III.  Joseph's  conduct:  imprisonment  of  the  broth- 
ers —  on  what  promise  they  were  set  free. 

IV.  Return  of  the  brothers:  their  hard  task  — 
Jacob's  feelings  —  why  he  gave  up  Benjamin. 

V.  The  brothers  again  in  Egypt:  questions  of 
Joseph  —  feelings  on  seeing  Benjamin — the  brothers 
set  out,  but  are  overtaken. 


LESSON     LII. 
Story  of  Joseph.  — Part  IV. 

se'eth  charged  bond'men 

at-tend'ants  pre-§erve'  shep'Aerd 

em-ba/med'  fer'tik  gi^ide 

PREPARATORY     DICTATION. 

1    All  Pharaoh's  servants  were  slaves — his  attendants 
were  all  bondmen.  —  2.  The  ancient  Egyptians  dried  and 


Third  Reader.  181 


embalmed  the  bodies  of  their  dead  to  preserve  them  from 
decay.  —  3.  The  accused  man,  imiocent  though  he  was, 
was  greatly  distressed  at  so  grievous  a  charge. — 4.  When 
the  overflow  of  the  Nile  is  great,  the  muddy  waters 
spread  rich  soil  over  the  land  far  and  wide.  This  long 
green  stripe  across  the  desert  is  Y^ry  fertile. 


1.  When  Joseph's  steward  overtook  the  broth- 
ers he  charged  them  with  stealing  his  master's 
silver  cup. 

2.  The  brothers  declared  that  this  could  not 
be ;  and  to  prove  they  had  not  stolen  the  cup, 
they  proposed  that  if  it  was  found  in  the  sack 
of  any  one  of  them,  that  one  should  die,  and  all 
the  rest  would  give  themselves  to  be  bondmen. 

3.  Then  each  man  took  down  his  sack  and 
opened  it.  The  steward  commenced  the  search, 
beginning  with  the  sack  of  the  eldest  brother, 
and  so  down  to  that  of  the  youngest.  When 
last  of  all  he  came  to  search  Benjamin's  sack, 
there  he  found  the  silver  cup. 

4.  Now,  you  must  know  that  Joseph  had  him- 
self told  the  steward  to  put  the  silver  cup  in 
Benjamin's  sack  before  the  brothers  left.  He 
also  ordered  him  to  overtake  the  men,  and,  by 
charging  them  with  theft,  bring  them  back  to 
him.    And  why  ?    Because  he  wished  very  much 


182  Third  Reader. 


to  have  an  excuse  for  keeping  Benjamin  with 
him. 

5.  When  the  brothers  were  brought  before 
Joseph  he  pretended  to  be  very  angry.  Judah, 
one  of  the  brothers,  then  spoke  up  and  said  that 
they  were  innocent,  but  they  did  not  know  how 
they  could  prove  it;  and,  as  the  cup  had  been 
found  in  the  sack  of  one  of  them,  they  would 
all  become  his  servants. 

6.  ^'No,"  said  Joseph,  "  the  man  in  whose  sack 
the  cup  was  found  shall  be  my  servant.  As  for 
the  rest  of  you,  go  back  in  peace  to  your  father." 

7.  Then  Judah  began  to  tell  in  beautiful,  ten- 
der words  how  their  father  loved  Benjamin  ;  how 
hard  it  had  been  for  him  to  part  with  his  darling 
son;  and  how  they  could  not  go  back  without 
him  :  —  \  ^\, 

8.  '^Npw  tnerefore,  when  I  come  to  my  father, 
.and  the  lad  be  not  with  us,  seeing  that  his  life  is 
bound  up  in  the  lad's  life,  it  shall  come  to  pass, 
when  he  seeth  that  the  lad  is  not  with  us,  that 
he  Avill  die;  and  thy  servants  shall  bring  down 
the  gray  hairs  of  our  father  with  sorrow  to  the 
grave.  Now  therefore,  I  pray  thee,  let  thy  ser- 
vant abide,  instead  of  the  lad,  a  bondman  to  my 
lord;  and  let  the  lad  go  pp  with  his  brethren." 


Third  Reader. 


183 


9.  Joseph  could  no  longer  restrain  himself, 
and  he  cried  out  to  the  attendants  that  stood 
around  to  leave  his  presence.  He  was  alone 
with  his  brothers. 


184  Third  Header. 


10.  Then  Joseph  wept  aloud,  so  that  all  the 
officers  of  the  royal  household  heard  him.  And 
he  said,  "  I  am  Joseph.  Does  my  father  yet 
live  ?  "  But  his  brothers  were  struck  with  terror 
in  the  presence  of  him  who  was  ''even  as  Pha- 
raoh," and  they  could  not  answer  him. 

11.  Then  he  said,  ''  Come  near  to  me :  I  am 
Joseph  your  brother,  whom  you  sold  into  Egypt. 
But  do  not  be  grieved  or  angry  with  yourselves 
that  you  sold  me,  for  God  sent  me  before  you 
to  preserve  life.  And  behold  3^our  eyes  see,  and 
the  eyes  of  my  brother  Benjamin,  that  it  is  my 
mouth  that  speaketh  to  you." 

12.  And  he  fell  upon  his  brother  Benjamin's 
neck  and  wept,  and  Benjamin  w^ept  on  his  neck. 
And  Joseph  kissed  all  his  brethren  and  wept 
upon  them.  Then  the  brothers — twelve  now — 
talked  together  for  a  long  time. 

13.  Joseph  had  now  only  one  thought, — to  get 
word  at  once  to  his  father.  So  he  told  his 
brothers  to  hasten  home,  tell  his  father  about 
him,  and  bring  Jacob  and  the  Avhole  family 
down  into  Egypt.  So  Joseph  gave  them  wagons 
and  changes  of  clothing,  and  great  plenty  of 
provisions,  and  many  loads  of  the  good  things 
of  Egypt, 


Third  Reader.  185 


14.  They  are  now  back  home  in  the  land  of 
Canaan.  And  what  tidings  they  have  for  their 
father!  "Joseph  is  yet  alive,"  they  told  him; 
'^  Joseph  is  yet  alive,  and  he  is  governor  over  all 
the  land  of  Egypt!" 

15.  Jacob  could  not  believe  what  they  said: 
it  was  too  good  to  be  true.  But  when  he  saw 
the  wagons  which  Joseph  had  sent  to  bring  him 
back,  he  took  heart  again. 

^'It  is  enough,"  said  the  old  man;  ''Joseph  my 
son  is  yet  alive.  I  will  go  and  see  him  before  I 
die." 

16.  At  length  Jacob  and  his  family  were  read}^ 
and  started  on  their  journey  for  Egypt.  On 
learning  from  a  messenger  that  they  were  near 
at  hand,  Joseph  made  ready  his  chariot  and  went 
out  to  meet  his  father.  When  they  met,  Joseph, 
we  are  told,  ''  fell  on  his  father's  neck  and  wept 
a  good  while." 

17.  And  Jacob  said,  ''Now  let  me  die  since  I 
have  seen  thy  face,  because  thou  art  yet  alive." 

18.  Joseph  settled  his  brothers  and  their  fam- 
ilies in  a  fertile  part  of  Egypt  called  Goshen, 
where  they  lived  as  shfepherds.  Jacob's  life  was 
spared  for  seventeen  years  longer,  to  the  great 
Joy  of  his  son, 


186  Third  Reader. 


19.  As  for  Joseph,  he  held  his  liigh  office 
during  all  his  long  life.  He  was  the  true  king ; 
for  he  was  the  king's  wise  guide,  and  made  the 
people  happy.  He  lived  to  be  over  a  hundred 
years  old ;  and  when  he  died  all  Egypt  mourned, 
and  they  embalmed  him  after  the  manner  of  the 

Egyptians. 

— « ■ » 

HEADS    FOR    COMPOSITION. 

I.  The  charge  of  theft  :  the  silver  cup  —  denial 
of  the  brothers  —  the  search  —  the  cup  found. 

II.  The  secret  of  the  cup:  Joseph's  instructions 
to  the  steward  —  his  reason. 

III.  The  brothers  before  Joseph:  his  pretended 
anger  —  what  Judah  said — Joseph's  refusal  —  Benja- 
min to  be  held. 

IV.  Judah's  beautiful  plea  :  he  offers  to  remain 
himself,  if  Benjamin  is  given  up. 

V.  Joseph  makes  himself  known:  "I  am  Joseph!" 

—  terror  of  the  brothers  —  he  assures  them  —  an  affect- 
ing scene. 

VI.  Return  home  of  the  brothers  :  their  tidings 

—  feelings  of  Jacob. 

VII.  Removal  to  Egypt:  meeting  of  Joseph  and 
his  father  —  the  family  settle  in  Goshen  —  death  of 
Jacob  —  death  of  Joseph. 


Third  Be  a  be  r.  187 


LESSON    LIII. 
About  Plants. 

THE  FRUIT. 

,dou6t  tii'ber  re-mem'ber 

^e^§  ma'ple  un'der-ground 

a'€orn  purs'lane         rip'<3n-ing 

PREPARATORY     DICTATION. 

1.  I  am  sure  of  it,  —  I  have  no  doubt  of  it.  —  2.  Some 
things  I  forget,  others  I  remember.  —  3.  Do  not  eat  the 
hard,  green  fruit ;  wait  till  the  warm  sun  ripens  it. 


1.  If  you  cut  open  an  apple,  what  will  you 
find  inside?  The  seeds.  These  seeds  began  to 
grow  in  the  bottom  of  the  pistils  of  the  flower. 
The  pink  petals,  and  the  little  threads  of  sta- 
mens, dropped  off;  and  after  that,  the  young 
seeds  went  on  growing,  and  around  them  grew 
the  green  and  hard  part  of  the  flower. 

2.  While  the  young  seeds  and  the  lower  part 
of  the  flower  were  growing,  the  big  round  apple 
and  the  seeds  inside  of  it  were  ripening.  Now, 
of  what   use   was   all    that    part   of  the   apple 


188  Third  Reader. 


around  the  seed?      You  will  say,  "0,  it   grew 
there  for  us  to  eat." 

3.  Yes,  so  it  did  ;  but  that  is  not  all.  All  the 
time  the  apple  was  getting  ripe  it  was  a  kind  of 
house  for  the  seeds.  It  kept  them  safe  from  the 
weather,  and  no  doubt  kept  off  many  a  bug  and 
fly.  So  at  last  the  tender  little  seeds  were  ripe, 
and  had  a  good  tough  skin  of  their  own. 

4.  This  house  for  the  seeds  we  call  the  fruit. 
No  matter  whether  you  can  eat  that  fruit  or 
not,  it  is  still  the  fruit  of  the  plant.  Thousands 
of  plants  bear  fruits  that  nobody  ever  eats. 

5.  We  must  not  make  a  mistake,  and  call  those 
things  fruits  Avhich  are  not  fruits.  Common  po- 
tatoes are  not  fruits :  they  are  large  swellings, 
called  tubers,  which  grow  on  the  under-ground 
stems  of  the  potato-plant.  When  you  cut  open 
a  potato,  you  find  no  seeds.  But  the  potato- 
plant  has  seeds.  It  has  flowers,  fruit,  and  seed, 
all  above  ground. 

6.  But  the  potato-plant  is  usually  dug  up  be- 
fore the  fruit  and  seed  can  ripen.  It  is  only 
those  large  round  lumps  which  we  call  potatoes 
that  the  gardener  cares  about ;  and  they  are  the 
only  things  about  the  potato-plant  that  we  eat. 

7.  It  is  different  with  tomato-plants.      They 


Third  ReadeH.  189 


have  no  l^uBers  on  their  roots,  but  they  bear 
those  beautiful  fruits  which  we  call  tomatoes. 
When  you  break  open  a  tomato,  what  do  you  see? 
A  host  of  seeds.     That  shows  you  it  is  a  fruit. 

8.  Now,  a  potato-plant  and  a  tomato-plant  look 
very  much  alike.  They  are  like  sisters  in  the 
same  family.  But  of  the  tomato-plant  we  eat 
the  fruit;  and  of  the  potato-plant  we  eat,  not 
the  fruit,  but  a  swelling  or  tuber  that  grows 
under  ground. 

9.  The  sweet  potato  is  not  a  fruit.  It  is  a 
large  tuber  or  swelling  on  the  root  of  the  sweet- 
potato  plant;  and  this  plant  has  flowers  and 
fruit  much  like  those  of  its  sister,  the  morning- 
glory  plant.  This  sister,  the  morning-glory  plant, 
has  no  tubers  or  swellings  on  its  roots;  but  it 
has  lovely  flowers. 

10.  Remember,  then,  it  is  not  always  the  fruit 
of  a  plant  which  we  eat;  but  the  fruit  of  a  plant 
is  that  which  holds  the  seed.  A  bean-jDod  is  the 
fruit  of  a  bean-plant;  and  when  the  pod  gets 
ripe  and  dry  it  splits  open,  and  there,  inside,  are 
the  ripe  seeds,  the  beans,  ready  to  drop  out. 
Just  so  it  is  with  peas.  The  peas  are  the  seeds 
of  the  pea-plant,  and  the  pea-pod  is  the  fruit. 

11.  Fruits  have  many  shapes;  but  almost  every 


190 


Third  Reader. 


fruit  has  something  round  about  it.  You  can 
think  of  apples,  cherries,  and  plums ;  peaches, 
oranges,  and  lemons ;  grapes,  melons,  and  cur- 
rants. All  the  nuts  and  all  the  berries,  too, 
have  something  round  about  them. 

12.  But  then  there  are  many 
fruits  not  so  round  as  these. 
Maple  trees  have  fruits  shaped 
like  this.  They  are  called  keys. 
The  two  seeds  are  close  together 
and  near  the  stalk;  and  out  from 
each  thick  round  part  where  the 
seed  is  there  goes  a  thin  blade  or  wing. 
After  the  fruit  is  ripe  it  comes  off  the 
tree,  and  away  goes  the  key  sailing 
through  the  air. 

13.   An  acorn  is  a  fruit  with  a  cup. 
Some  plants  have  fruit  like  a  little 

box.  The  lid  opens  when  it  is  ripe, 
and  the  seeds  drop  out.  The  common 
purslane,  a  salad-plant  which  grows  in 
almost  every  garden,  has  such  a  fruit. 
In  this  picture  you  see  the  seeds  piled 
up  inside,  and  the  lid  about  to  fall  off. 
To  leaves  and  flowers  there  are  many  shapes; 
and  fruits  have  many  shapes  also. 


Third  Header.  191 


LESSON     LIV 
Bright  Examples. 

HOW   CHARLEY   WRIGHT   SAVED    THREE   LIVES. 

Hu-mane'  /i5n'or  (-ur)  i-de'a 

hu'man     ''  de-spair^''!^^''  strilet'ure 

t^retch'ed  des'per-ate  fn'mates 

7/;rench  eo^r'age  (-ej)  tel'e-gntph 

PREPARATORY     DICTATION. 

1.  Webster  was  a  kind-hearted,  humane  man. — 2.  All 
men  are  human  beings,  but  not  all  are  humane.  —  3.  He 
grew  more  and  more  unhappy,  till  at  last  he  became 
luretched. — 4.  He  lost  hope,  —  despair  seized  him, — he 
acted  like  one  desperate.  —  5.  It  was  a  beautiful  build- 
ing, —  a  splendid  structure. 


1.  About  ten  o'clock  in  the  morning  of  the 
last  day  of  January,  1882,  a  fire  Broke  out  in 
a  building  at  the  corner  of  Park  Row  and  Beek- 
man  Street,  in  the  city  of  New  York. 

2.  At  the  time  of  the  fire  the  ground-floor  of 
this  building  was  taken  up  by  stores,  and  the 
upper  Stories  were  divided  into  many  offices. 

3.  In  this  great  structure  there  was  but  one 
stairway,  and  that  one  was  built  of  wood.     In- 


192  Third  Header. 


deed,  a  great  part  of  this  old  building  was 
wooden,  and  so  very  dry  that  when,  on  this  cold 
and  stormy  Tuesday  of  January,  fire  suddenly 
seized  it,  numbers  of  the  inmates  were  cut  off 
from  escape,  and  perished  in  the  flames. 

4.  Yes,  many  lives  were  lost  on  that  terrible 
day ;  but  three  lives  were  saved,  —  saved  by  the 
quick  wit  and  prompt  courage  of  a  mere  lad ; 
and  it  is  of  this  lad,  and  what  he  did,  that  I 
wish  to  tell  you. 

5.  When,  in  spite  of  all  that  the  firemen  could 
do,  the  building  was  wrapped  in  flames  and 
smoke,  till  it  seemed  as  if  no  human  being  could 
still  remain  in  it,  high  up  at  a  corner  window 
on  the  upper  story  three  unfortunate  men  Avere 
seen  stretching  forth  their  hands. 

6.  To  leap  down  on  the  cruel  pavement  far 
below  would  be  instant  death.  Go  back  they 
could  not.  Already  the  smoke  and  heat  and 
fire  Avere  close  upon  them.  Despair  was  in 
their  faces.     What  could  be  done? 

7.  The  firemen  quickly  brought  ladders,  but 
these  were  too  short.  The  very  longest  of  them 
would  not  reach  half  the  distance.  At  last  it 
seemed  as  if  nothing  could  be  done,  —  as  if 
these  wretched  men  must  surely  perish. 


Third  Header.  193 


8.  But  in  the  great  crowd  that  stood  gazing  in 
dread  and  pity  on  the  sight  was  a  colored  boy 
named  Charley  Wright,  a  bootblack.  To  this 
lad  came  a  bright  idea :  he  acted  on  it ;  he  saved 
these  three  men  from  a  dreadful  death. 

9.  Looking  up,  as  all  the  rest  were  looking, 
Charley  Wright  saw  something  that  set  him 
thinking.  He  saw  that,  fastened  to  the  roof  of 
the  building,  just  above  the  window  where  these 
men  w^ere,  was  a  rope  of  wires.  He  saw  that 
this  rope  ran  across  the  street  to  the  top  of  a 
telegraph-pole  on  the  other  side. 

10.  And  he  knew  that  if  this  rope  could  be 
cut  at  the  top  of  the  pole,  it  would  fall  right 
across  the  window,  so  that  the  three  men  could 
reach  it.  This  was  the  bright  idea  that  came 
into  Charley's  mind. 

11.  No  time  was  to  be  lost.  In  an  instant  he 
seized  a  fireman's  wrench  that  lay  on  the  stones 
near  by,  rushed  across  the  street,  and  began  to 
climb  the  tall,  smooth  telegraph-pole. 

12.  To  do  this  was  no  easy  task  in  the  wind 
and  the  snow,  but  by  hard,  fast,  desperate  climb- 
ing Charley  soon  reached  the  cross-bars?^'  And 
hard  and  fast  he  worked  when  he  got  there. 

13.  In  a  moment  he  had  twisted  the  wire-rope 


194 


Third  Header. 


m 


off.     Down  it  fell,  right  across  the  window !     A 
great  shout  of  joy  went  up  from  the  crowd,  as. 


Third  Reader.  195 


one  after  another,  the  three  men  came  down 
this  strange  fire-escape  safe  to  the  ground. 
[  i  14.  For  the  moment  the  brave  bov  who  had 
rescued  them  was  forgotten.  But  only  for  the 
moment.  It  was  not  long  before  every  one  had 
heard  of  Charley  Wriglit,  and  his  quick  wit  and 
prompt  act  in  the  hour  of  need. 

15.  To  this  brave  lad  the  American  Humane 
Society  voted  a  medal.  Even  across  the  sea 
people  heard  of  him  and  praised  him.  From 
far-distant  England  came  a  gold  medal,  sent 
by  the  London  Humane  Society,  on  which 
were  stamped  the  words  :  "  Presented  to  Charles 
Wright,  for  saving  three  lives,  Jan.  31,  1882." 

All  honor  to  brave  Charley  Wright ! 


HEADS    FOR    COMPOSITION. 

I.  Place  and  time  of  the  fire:  New  York  City 

—  January,  1882  —  description  of  the  building. 

II.  The  fire  :   why   lives   were   lost  —  how   many 
were  saved  by  the  boy  ? 

III.  A  DREADFUL  SCENE :   the  men  at  the  window 

—  no  escape  —  conduct  of  the  firemen. 

IV.  Charley's  bright  idea:   what  he  saw  —  wire 

—  telegraph-pole  —  the  climb  —  the  ef5cape. 

v.     The  reward  :   the  American  Humane  Society 

—  the  medal  from  London. 


196  Third  Reader. 


LESSON 

LV 

A  Wish. 

.^o^..t---' 

grant 

spare 

fri^At'ened 

fn5ss^y 

pra?/er 

ear'nest 

PREPARATORY     DICTATION. 


1.  Give  me  what  I  ask — grant  my  wish.  —  2.  Eager 
to  hear  news  of  his  father  and  of  Benjamin,  Joseph 
asked  many  earnest  questions. 


1.  ''Be  my  fairy,  mother ; 

Grant  me  a  wish  to-day, — 
Something  as  well  in  the  sunshine 
As  when  the  rain  drops  play." 

2.  ''  And  if  I  were  a  fairy, 

With  but  one  wish  to  spare, 
What  should  I  give  thee,  darling. 
To  quiet  thine  earnest  prayer  ?  " 

3.  ''  I'd  like  a  little  brook,  mother, 

All  for  my  very  own. 
To  laugh  all  day  among  the  trees, 
And  shine  on  the  mossy  stone ; 


TiiiiiD  Reader.  197 


4.  To  run  right  under  the  window, 

And  sing  me  fast  asleep ; 
With  soft  steps,  and  a  tender  sound. 
Over  the  grass  to  creep. 

5.  Make  it  run  down  the  hill,  mother, 

With  leap  like  a  tinkling  bell, 
So  fast  I  can  never  catch  the  leaf 
That  into  its  fountain  fell. 

6.  Make  it  as  wild  as  a  frightened  bird, 

As  crazy  as  a  bee, 
With  a  noise  like  baby's  funny  laugh, 
That's  the  brook  for  me ! " 


LANGUAGE    LESSON. 

Copy,  and  su'p2')ly  words  to  make  commands 

Mother, me  a  wish  to-day. 

Mother,  ....  it  run  down  the  hill. 


Copy,  and  then  change  into  statements  -  — 

Would  I  like  a  little  brook  ? 
Is  that  the  brook  for  me  ? 


Tell  which  are  name-words  and  which  quality-words 
fairy ;  darling ;  earnest ;  little ;  mossy ;  stone ;  brook. 


198 


Third  Reader. 


LESSON    LVI 


Gentle  Manners. 

'  ■ ' "  ID  ^  ■ 

neea4ess-ly 


:l. 


ope  (open) 

worst  (wurst)        thou^/it'less-ly 

a'ged 

9iv'il 

virt'ue 


in-qui§'i-tive 

at-tent'ive 

ch^r'i-ty 

PREPARATORY      DICTATION. 


re-fined' 

vtirgar 

€om-mit' 

faults 

re-quSsts' 


1.  Paul  Pry  was  an  inquisitive  fellow.  —  2.  Listen, 
children ;  be  attentive.  —  3.  He  granted  the  poor  man's 
request.  It  was  an  act  of  charity.  —  4.  Do  not  be  guilty 
of  such  an  act  —  do  not  commit  such  a  sin. 


1.  What  do  we  think  of  when  we  hear  the 
word  gentleman  f  We  think  of  a  man  of  gentle 
manners,  a  well-bred,  refined  man.  And  we 
know  that  a  lady  is  a  gentle,  refined  woman. 

2.  A  good  way  to  learn  gentle  manners  is  to 
watcli  what  well-bred  people  say  and  do ;  but  a 
better  way,  yes,  the  very  best  way,  is  this :  to  try 
to  be  kind  and  unselfish.  If  your  heart  is  right, 
it  is  sure  to  tell  you  what  to  say  and  do  at  all 
times. 


Third  Reader.  199 


v-J  c 


3.  I  know  that  your  heart  will  tell  you  to 
think  of  the  pleasure  of  other  people  as  well  as 
your  own.  It  will  tell  you  never  needlessly  to 
hurt  the  feelings  of  any  one.  Your  heart  will 
remind  you  of  the  Golden  Rule,  "  Whatsoever 
ye  would  that  men  should  do  to  you,  do  ye  even 
so  to  them." 

4.  Quiet  manners  are  everywhere  a  mark  of 
good-breeding  —  at  home,  in  the  street,  at  school. , 
It  is  ill-bred  to  walk  heavily,  to  slam  doors,  to 
speak  too  loud,  or  too  fast,  or  too  much. 

5.  Do  not  talk  about  dress  —  either  your  own 
or  that  of  others.  Perhaps  you  may  see  some 
boy  or  girl  poorly  dressed.  What  of  it  ?  Cotton 
may  be  as  clean  as  silk.     Are  your  own  clothes 

'neat   and   tidy  ?     That  is  the  thing  for   you  to 
think  of.     Do  not  talk  about  dress. 

6.  When  any  one  is  writing  or  reading,  do  not 
stand  behind  him  or  look  over  his  shoulder. 
Even  if  you  do  it  thoughtlessly,  you  will  seem 
rude  and  inquisitive.  Nothing  is  more  vulgar 
than  to  pry  into  the  affairs  of  others. 

7.  Never  speak  when  another  is  speaking.  To 
do  so  is  to  commit  one  of  the  commonest  and 
very  worst  faults  of  manner.  If  you,  have  this 
bad  habit,  strive  earnestly  to  shake  it  off. 


200  Third  Header. 


8.  Never  soil  your  tongue  with  slang  or  with 
any  evil  words.  If  you  hear  them,  try  to  forget 
them.  If  you  can  not  forget  them,  at  least  never 
let  them  cross  your  lips. 

9.  Boys,  I  am  sure  that  each  of  you  loves  his 
mother  and  sisters,  and  I  do  not  need  to  tell  you 
to  be  kind  for  their  sakes  to  all  women. 

10.  And  let  all  of  you,  boys  and  girls  alike, 
be  very  kind  to  the  weak  and  helpless,  to  aged 
people,  and  to  little  children.  You  are  not  men 
and  women  yet :  you  may  not  yet  be  able  to  do 
great  deeds  of  charity  as  you  would  like  to  do. 
But  I  will  tell  you  what  you  can  do.  Every  one 
of  you  can  do  little  acts  of  kindness,  and  these 
make  up  the  best  part  of  life. 

11.  If  you  are  forced  to  refuse  a  favor,  do  so  in 
gentle  tones,  and  give  your  reasons  whenever  you 
can.  There  is  no  nature  so  harsh  and  rough, 
no  temper  so  hot  and  hasty,  that  gentle  words 
will  not  soften  it. 

12.  Try  the  virtue  of  such  words.  Meet  an 
angry  speech  with  a  gentle  one,  and  you  will 
see  that  '^  a  soft  answer  turneth  away  wrath." 

13.  Be  civil  and  attentive  to  strangers ;  be 
kind  to  your  playmates ;  and  above  all  be  polite 
to  your  parents  and  brothers  and  sisters. 


Third  Reader. 


201 


14.  The  very  best  place  in  which  to  learn  good 
manners  is  home^  —  and  that  is  the  best  place  to 
practice  them  too. 

15.  •'  Please  "  is  a  very  little  word,  but  it  makes 
a  good  many  requests  sound  pleasant  that  with- 
out it  would  sound  harsh.  So  with  '^  Thank 
you."     All  of  you  know  when  to  say  it. 


LANGUAGE    LESSON. 

Copy,  and  commit  to  memory,  this  verse :  — 

Hearts,  like  doors,  can  ope  with  ease 
To  very,  very  little  keys; 
And  don't  forget  that  two  are  these : 
"  I  thank  you,  sir,"  and  "  If  you  please." 


Rule   paper   like   the   model,   and  write   the  word- 
analvsis :  — 


WORD. 

ANALYSIS. 

MEANING. 

doubtless 

doubt  +  less 

without  doubt. 

thoughtless 

doubtful 

doubt  +  ful 

full  of  doubt. 

mirthful 

happiness 

happy  +  ness 

quality  of  being  happy. 

kindness 

202  Third  Reader. 


LESSON    LVII. 
The    Mill,  the   Rill,  and  the    Bee.     . 
doth  (does)  h^ark'm  non'ey 

1.  Tell  me  what  the  mill  doth  say, 
''  Glitter,  clatter,"  night  and  day ; 
When  we  sleep  and  when  we  wake, 
''  Glitter,  clatter,"  it  doth  make ; 
Never  idle,  never  still, 

What  a  worker  is  the  mill ! 

2.  Hearken  what  the  rill  doth  say, 
As  it  journeys  every  day ; 
Sweet  as  sky-lark  on  the  wing, 
''  Ripple,  dipple,"  it  doth  sing ; 
Never  idle,  never  still,         i      i 
What  a  worker  is  the  rill! 

3.  Listen  to  the  honey-bee. 

As  it  dances  merrilv 

t/  ■  '  _ 

T?o  the  little  fairy's  drum;  '^.Jn^vL 

Humming,  drumming,  drumming,  drum. 
Never  idle,  never  still, 
Humming,  drumming,  hum  it  will. 


Third  Reader.  203 


4.   Like  the  mill,  the  rill,  the  bee, 
I  would  never  idle  be ; 
If  I  work  then  with  a  will, 
It  will  be  but  playing  still. 
Ever  merry,  never  weary, 
It  will  be  but  playing  still. 

LANGUAGE     LESSON. 

Copy,  and  supply  toords  to  express  commands :  — 

....  me  what  the  mill  doth  say. 

what  the  rill  doth  say. 

....  to  the  honey-bee. 


Copy  an  exclamation  in  the  first  verse. 


Copy,  and  supply  the  right  quality-words :  — 

The  mill  is  never  ,  never  

The  rill  is  as  a  skylark  on  the  wing. 

The  honey-bee  dances  to  the  fairy's  drum. 

I  would  never  be 


In  the  second  verse,  what  word  means  the  same  as 
hear  f  the  same  as  flows  f 

In  the  third  verse,  what  word  means  the  same  as 
hear  f 

In  the  fourth  verse,  what  word  means  the  same  as 
joyfidf  tired  ^ 


204  Third  Reader. 


LESSON     LVIII. 


About    Plants. 

THE    SEED. 

sprout 

snug              fa'vor-a-ble 

elothe 

silk'en            wa'ter-mel-on 

PREPARATORY    DICTATION. 


1.  The  little  bird  is  safe  in  its  snug,  warm  nest. — 
2.  After  the  rain  came  the  sunshine,  and  plants  grew, 
for  the  weather  was  favorable.  —  3.  Plant  a  potato,  and 
from  each  of  its  eyes  a  little  root  will  sprout 


1.  A  young  seed  is  like  a  little  child,  and  the 
plant  on  which  it  grows  is  its  mother.  The 
plant  takes  care  of  the  little  seed.  It  feeds  it, 
and  gives  it  a  little  house  to  grow  in.  That 
house  is  the  fruit. 

2.  The  young  seed,  and  its  house  the  fruit, 
can  not  feed  themselves.  That  is  done  by  the 
mother-plant,  which  by  its  roots  takes  food  from 
the  ground,  and  by  its  leaves  takes  other  food 
from  the  air. 

3.  When  the  seed  gets  into  good  ground,  and 
the  weather  is  favorable,  a  tiny  plant  will  grow 


Third  Readeu.  205 


out  of  it.  Tt  will  take  root  in  the  earth,  send 
up  stem  and  branches,  and 'clbtHe'  itself  with 
beautiful  leaves.  Thus  the  little  seed  becomes 
in  its  turn  a  fine,  handsome  plant. 

4.  It  grows  larger  and  stronger,  and  at  last  is 
ready  to  put  forth  flowers.  Then  if  all  its 
flowers  have  stamens^only,  and  no  pistils,  it  can 
bear  no  fruit.  But  if  any  of  its  flow^ers  have 
pistils,  it  can  bear  fruit.  The  seeds  w411  come 
where  the  pistils  were,  and  with  the  seeds  wdll 
come  the  fruit. 

5.  And  so  it  goes  on.  One  plant  Avill  grow 
up,  have  flowers,  fruit,  and  seed.  From  that 
seed  a  like  plant  wnll  grow.  From  the  seed  of 
an  apple  w^ill  grow  an  apple-tree.  From  an 
orange-seed  will  grow  an  orange-tree.  The  seed 
of  a  rose  will  grow  to  be  a  rose-bush.  A  grain 
of  wheat  will  grow  up  to  be  a  fine  large  grass. 
That  grass  is  the  noble  wheat-plant. 

6.  And  so  with  all  plants.  Each  plant  has  its 
own  kind  of  seeds ;  and  these  seeds  will  grow  to 
be  plants  like  itself. 

7.  Seeds,  as  well  as  flowers,  are  of  many  shapes; 
but,  like  flower  and  fruit,  there  is  something 
round  about  almost  every  kind  of  seed. 

8.  Very  many  seeds  are  round  like  the  pea. 


206  Third  Reader. 


A  great  many  grasses  and  other  plants  have 
very  small  round  seeds,  some  not  larger  than 
grains  of  sand. 

9.  Then  there  are  oval  seeds,  like  beans;  and 
thin,  flat  seeds,  such  as  you  find  in  a  water- 
melon or  pumpkin.  Some  seeds  have  silken 
plumes,  and,  when  they  leave  the  fruit,  go  sail- 
ing far  away  through  the  air. 

10.  No  matter  how  small  or  how  large  a  seed 
may  be,  or  wdiat  its  shape,  inside  of  its  snug 
covering  lies  a  little  plant  asleep.  It  may  be 
ever  so  small,  but  it  is  there. 

11.  When  it  falls  in  good  ground,  and  water 
and  heat  and  light  come  to  it,  the  seed  will 
sprout;  and  this  sprout  is  the  little  plant  that 
was  asleep  inside  of  it,  now  growing  out  into 
root,  stem,  branch,  and  leaf. 


LANGUAGE     LESSON. 

Change  these  questions  to  statements :  — 

Is  a  young  seed  like  a  little  child  ? 
Is  the  plant  on  which  it  grows  its  mother? 
Is  the  fruit  the  little  house  in  which  the  seed  grows? 
Will  the  young  plant  grow  out  of  the  seed  when  it 
is  put  into  good  ground  ? 


Third  Reader.  207 


Will  it  take  root  in  the  earth?  Will  it  send  up 
stem  and  branches  into  the  air?  Will  it  clothe  itself 
with  beautiful  flowers? 

AVill  seeds  come  where  the  pistils  were  ? 

Will  the  fruit  come  with  the  seeds? 


LESSON     LIX 


Skimmed    Milk. 

sSlfish-ness       spir'it  in'ward        whis'per 

has'^ened  strug^gie       grasped        tempt'ing 


PREPARATORY     DICTATION. 


1.  The  lad  took  a  firm  hold  of  the  pole  —  he  grasped 
it  tightly.  —  2.  The  feeling  of  duty  and  the  spirit  of 
selfishness  are  often  at  war  in  our  hearts;  they  make 
a  constant  inward  struggle.  —  3.  It  was  an  inviting  —  a 
tempting  dish.  

1.  Mrs.  Do-Good  once  dreamed  that  a  poor 
man  came  to  her  door  and  begged  a  drink  of 
milk.  Always  ready  to  do  a  kind  act,  she  has- 
tened to  the  cellar  to  get  it  for  him. 

2.  She  was  just  about  to  skim  the  milk  before 
taking  it  to  the  poor  man,  when  a  voice  seemed 
to  whisper  in  her  ear,  ''Give  him  cream  and  all." 

3.  For  a  moment  there  was  an  inward  strug- 


208  Third  Reader. 


fy\ 


gle.  "  Skimmed  milk  is  good  enough  for  a 
tramp,"  said  selfishness;  but  the  spirit  of  kind- 
ness was  the  stronger,  and  soon  the  great  bowl 
covered  with  golden  cream  was  carried  to  the 
thirsty  beggar. 

4.  If  the  good  woman  desired  any  reward  for 
her  good  action,  she  had  it  at  once  in  the  poor 
man's  grateful  look  as  his  brown  hands  grasped 
the  tempting  bowl ;  and  it  was  with  real  regret 
that  she  waked  to  find  that  all  this  was  only  a 
dream. 

5.  Only  a  dream ;  but  a  dream  that  has  a  les- 
son for  us  all.  How  many  of  our  best  deeds  are 
spoiled  by  having  the  cream  taken  ofi?  The 
most  princely  gift,  if  given  with  an  unloving 
heart,  is  nothing  but  skimmed  milk.  And  the 
same  is  true  of  all  good  deeds  done  only  from 
the  love  of  praise. 

6.  The  lady  who  loads  the  little  beggar  at  the 
door  with  the  richest  dainties  of  her  table,  but 
gives  no  loving  smile  or  gentle  word,  gives,  after 
all,  but  skimmed  milk  to  the  huno-rv  child. 

Love  is  the  golden  cream  of  all  good  deeds. 

LANGUAGE     LESSON. 

Copy,  supply  the  missing  words,  and  tell  whether 


Third  Reader.  209 


the   word    is    a   name-word,   action-word,   or   quaUty- 
word :  — 

The  poor  man  ...  a  drink  of  milk. 

Mrs.  Do-Good  was  going  to  skim  the  .... 

The  great  bowl  was  covered  with  . . .  cream. 

She  ...  it  to  the  . . .  beggar. 

The  poor  . . .  gave  her  a  . . .  look. 

Good  . . .  are  spoiled  by  having  the  . . .  taken  off. 

A  gift  given  with  an  ...  heart  is  only  . . .  milk. 


LESSON    LX. 

Littl 

le  Words  of  Kindness. 

mo'tion 

sin-gere' 

owned 

erushed 

birth 

wear 

1.  A  little  word  in  kindness  spoken, 

A  motion  or  a  tear, 
Has  often  healed  the  heart  that's  broken, 
And  made  a  friend  sincere. 

2,  A  word,  a  look,  has  crushed  to  earth 

Full  many  a  budding  flower, 
Which,  had  a  smile  but  owned  its  birth, 
Would  bless  life's  darkest  hour. 


210  TniuD  Header. 


3.   Then  think  it  not  an  idle  thing 
A  pleasant  word  to  speak  : 
The  face  you  wear,  the  thoughts  you  bring, 
A  heart  may  heal  or  break. 


LANGUAGE    LESSON. 

Copy  the  poem,  and  commit  it  to  memory.     Arrange 
in  the  prose  order :  — 

1  made  a  friend  sincere. 

I  wish  a  pleasant  word  to  speak. 

The  face  you  wear  a  heart  may  heal  or  break. 


LESSON     LXI. 

Bright  Examples. 

THE 

SLAVE   AND    THE   LION. - 

Part  I. 

An'dro-elus 

a-wak'ened 

refuge 

€!ar'thage 

im-me'di-ate-ly 

€av'ern 

a-re'na 

grilt'i-tiide 

sen'tenced 

PREPARATORY     DICTATION. 


1.  The  grateful  man  grasped  the  tempting  bowl; 
gratitude  was  in  his  look.  —  2.  Crusoe  sought  shelter 
and  refrige  in  a  deep  cave,  —  n  cavern.  —  3.  The  con- 
demned man  was  sentenced  to  serve  ten  years  in  prison. 


Third  READEn.  211 


1.  A  pleasing  story  used  to  be  told  to  the  chil- 
dren of  Rome,  about  a  man  named  Androclus 
and  his  wonderful  doings  with  a  lion. 

2.  The  story  is  stranger  than  most  of  those 
that  are  made  up ;  but  it  seems  to  be  quite  true, 
—  which  is  the  best  part  of  it. 

3.  Androclus  was  a  slave  at  Carthage,  a  city 
in  the  northern  part  of  Africa.  He  was  treated 
so  badly  by  his  master  that  one  day  he  ran 
away,  and  took  refuge  in  a  cavern  in  the  desert 
some  miles  from  the  city.  ■ 

4.  Tired  out  Avith  his  long  journey,  he  my 
down,  and  fell  fast  asleep ;  but  he  was  suddenl}^ 
awakened  by  the  roar  of  a  wild  beast. 

5.  Running  to  the  mouth  of  the  cavern,  An- 
droclus was  met  by  a  great  lion,  which  stood 
right  in  his  way.  Of  course  he  expected  noth- 
ing else  than  to  be  at  once  torn  to  pieces;  but 
to  his  great  surprise  the  lion  came  gently  to- 
wards him,  making  a  low,  moaning  sound  as 
though  he  were  begging  help.  The  man  no- 
ticed also  that  the  lion  limped  with  one  of  his 
legs. 

6.  Going  up  to  the  lion,  Androclus  saw  at 
once  what  was  the  matter.  In  the  ball  of  one 
of  the  lion's  paws  was  a  great  thorn. 


212 


Third  Beader. 


7.  Androclus  took  the  paw  in  his  hand,  the 
lion  keeping  quite  still,  drew  out  the  thorn,  and 
washed  the  wound.  At  once  the  animal  was 
free  from  pain. 

8.  Now  comes  the  first  strange  part  of  our 
story.  Tlie  lion  began  immediately  to  show  his 
gratitude  by  every  means  in  his  power.  He 
played  around  Androclus,  and  licked  his  hand ; 
then  went  out,  and  brought  back  food  which 
he  shared  with  his  friend. 


Third  Be  a  dee.  213 


9.  In  this  savage  friencTsnip  man  and  lion 
lived  for  several  months.  But  one  day  when 
the  slave  had  gone  off  into  the  woods  he  was 
caught  by  a  band  of  men  sent  out  to  search 
for  him,  and  was  carried  back  to  his  master. 

10.  He  was  tried  as  a  runaway  slave,  and  sen- 
tenced to  be  torn  in  pieces  by  wild  beasts  in  the 
public  arena,  or  great  circus,  at  Rome.  In  those 
days  runaway  slaves  were  often  punished  in  this 
way,  and  thousands  of  people  used  to  go  to  see 
the  cruel  sight. 


LESSON     LXII. 
Bright  Examples. 

THE   SLAVE   AND    THE    LION. -Part  II. 


as-t5n'ish-ment 

si^n 

€5m'rade§ 

ad-vent'ure§ 

stare 

re-p5rt' 

spee'ta-cle 

vie'tim 

gapping 

PREPARATORY    DICTATION. 


1.  I  wondered  at  the  sight,  —  I  was  astonished  and 
amazed  at  the  spectacle. — 2.  Everybody  said  so,  —  it  was 
the  common  report.  —  3.  The  sleepy  child  yawned  and 
gaped. 


214  Third  Reader. 


1.  It  is  the  day  for  the  death  of  Androclus. 
The  great  cjrcus  is  crowded  with  men  and 
women,  drawn  there  by  the  report  that  a  fierce 
and  hungry  lion  is,  to  be  let  loose. 

2.  In  the  arena,  pale  and  trembling,  stands 
Androclus,  hardly  daring  to  look  up,  for  not  a 
face  shows  sign  of  pity. 

3.  Suddenly,  with  a  frightful  roar,  a  huge  lion 
leaps  into  the  arena,  and  darts  forward  upon  his 
victim  with  fierce  look  and  gaping  jaws. 

4.  But  what  is  this  that  makes  ten  thousand 
eyes  stare  in  wonder?  The  wild  beast,  instead  of 
springing  upon  the  man,  stops  short,  as  though 
he  knew  him.  He  licks  the  poor  slave's  hands, 
crouches  at  his  feet,  and  fawns  upon  him. 

5.  What  could  it  all  mean?  The  people  were 
speechless  with  astonishment.  But  I  knoAV  you 
will  guess  at  once  what  the  people  very  soon 
learned. 

6.  When  the  governor  called  on  the  slave  to 
explain  how  it  was  that  a  savage  beast  had  sud- 
denly become  as  gentle  as  a  lamb,  Androclus 
told  the  story  of  his  adventures,  and  ended  by 
saying  that  the  creature  standing  at  his  side  was 
the  very  lion  out  of  whose  paw  he  had  pulled 
the  thorn. 


Third  Reader.  215 


7.  When  the  crowd  heard  the  story,  they  were 
so  much  pleased  at  the  gratitude  of  the  lion  that 
they  shouted  with  one  voice,  ''Let  the  man  live! 
Let  him  live!" 

8.  The  governor  at  once  pardoned  the  slave 
and  set  him  free,  at  the  same  time  presenting 
him  with  the  lion. 

9.  And  for  many  a  day  afterwards  there  might 
have  been  seen  the  curious  spectacle  of  these 
two  strange  comrades  —  man  and  lion  —  walk- 
ing, side  by  side,  in  the  streets  of  Rome. 


HEADS     FOR    COMPOSITION. 

I.  Androclus:  who  he  was  —  bad  treatment — runs 
away  —  his  place  of  refuge. 

II.  The  lion  :  Androclus  sleeps  —  is  awakened  — 
what  he  expected  —  his  surprise. 

III.  Man  and  lion:  what  Androclus  sees  —  what 
he  does  —  what  the  lion  does  —  the  strange  friendship 
between  them. 

IV.  Capture  of  Androclus:  the  band  of  men  — 
trial  and  sentence. 

V.  Scene  in  the  Circus  :  appearance  of  Androclus 
—  coming  of  the  lion  —  what  the  beast  did  —  feeling 
of  the  people. 

VI.  The  explanation:  what  Androclus  said — what 
the  people  said  —  the  pardon. 


216  Third  Header. 


LESSON     LXIII. 

A    Child's    First   Grief. 

grief  given  tiiou'lt 

brief  heaven  glade 

PREPARATORY     DICTATION. 

1.  The  swimmer  struggled  uselessly;  all  was  in  vain; 
he  was  drowned.  —  2.  ThoiClt  is  a  short  form  of  thou  v/ilt, 
meaning  "  you  will  "  ;  a  form  used  in  the  Bible  and  in 
poetry.  —  3.  A  year  is  long,  a  day  is  brief.  —  4.  In  the 
wood  was  an  opening  without  trees,  —  a  pretty  glade. 


1.  O,  call  my  brother  back  to  me! 

I  can  not  play  alone: 
The  summer  comes  with  flower  and  bee — 

Where  is  my  brother  gone? 
The  flowers  run  wild,  the  flowers  we  sowed' 

Around  our  garden  tree  ; 
Our  vine  is  drooping  with  its  load  — 

O,  call  him  back  to  me! 

2.  He  would  not  hear  thy  voice,  fair  child; 

He  may  not  come  to  thee: 
The  face  that  once  like  summer  smiled 
On  earth  no  more  thou'lt  see. 


TiiiTtD  Reader.  217 


A  rose's  brief  bright  life  of  joy, 

Such  unto  him  was  given; 
So  thou  must  play  alone,  my  boy: 

Thy  brother  is  in  heaven. 

3.   And  has  he  left  his  birds  and  flowers? 

And  must  I  call  in  vain? 
And  through  the  long,  long  summer  hours 

Will  he  not  come  again? 
And  by  the  brook  and  in  the  glade 

Are  all  our  wanderings  o'er? 
0,  while  my  brother  with  me  played. 

Would  I  had  loved  him  more! 


LANGUAGE    LESSON. 

Copy  an  exclamation  in  the  first  verse. 
Copy  a  question  in  the  third  verse. 


Change  these  questions  into  statements :  — 

Would  he  not  hear  thy  voice,  fair  child  ? 
Is  thy  brother  in  heaven  ? 


Change  these  statements  into  questions :  — 

I  must  call  in  vain. 

Our  wanderings  are  all  o'er. 


218  Third  Reader. 


LESSON     LXIV. 
The  Youth  of  David.  — Part   I. 

Beth'le-hem  de-f  led'  migWj 

Je-ru'sa-lSm  de-fy'ing  slaugh^ier 

I§'ra-el-ites  ch2.m'pi-on  war'rior  (-yur) 

Phi-lis'tine§  chS^l'^lenge  strip'ling 

Go-li'atli  inail  i6Ye'head 

PREPARATORY     DICTATION. 

1.  One  man  was  chosen  by  each  army  to  be  its  cham- 
pion in  single  combat.  —  2.  Goliath  called  out  to  David, 
"Come  on!"  —  he  challenged  him.  —  3.  He  is  a  soldier 
of  great  might  and  power,  a  mighty  warrior.  —  4.  You 
are  but  a  boy,  a  mere  stripling.  —  5.  In  old  times  sol- 
diers were  sometimes  dressed  in  armor  of  iron,  and  this 
dress  was  called  a  coat  of  mail. 


1.  David  was  the  son  of  Jesse,  and  was  born 
in  Bethlehem,  a  small  place  near  Jerusalem. 
He  was  the  youngest  of  eight  brothers ;  and  as  a 
lad  took  care  of  his  father's  flocks,  for  his  father 
was  a  shepherd. 

2.  David  was  a  handsome,  rosy-cheeked  boy. 
He  was  also   a  very  brave  lad,  stout  of  heart 


Third  Reader.  219 


and  strong  of  arm.  Once  a  lion,  and  at  another 
time  a  bear,  came  and  took  a  lamb  out  of  the 
'flock;  but  he  ran  after  them,  and  killed  them 
both. 

1^^  3.  Besides,  he  was  a  very  sweet  singer,  and  was 
skillful  in  playing  the  harp.  When  quite  young 
he  was  often  called  to  play  before  King  Saul, 
who  was  at  times  troubled  with  ''  evil  spirits." 
Whenever  these  fits  came  on  the  king,  David 
took  his  harp,  and  played  on  it  till  Saul  was  well 
again. 

4.  The  tribes  of  Israel  were  often  at  war  with 
the  neighboring  tribes,  and  especially  with  a 
people  called  the  Philistines.  Once,  when  the 
two  armies  were  drawn  up  to  begin  battle,  a 
great  giant  strode  out  from  the  camp  of  the 
Philistines,  and  defied  all  the  men  of  Israel. 

5.  "  Give  me  a  man,"  cried  Goliath,  for  that 
was  the  giant's  name ;  ''  give  me  a  man,  that  we 
may  fight  together.  If  he  is  able  to  fight  with 
me  and  to  kill  me,  then  we  will  be  your  serv- 
ants ;  but  if  I  overcome  and  kill  him,  then  you 
Israelites  shall  be  our  servants." 

6.  This  champion  of  the  Philistines  was  "  six 
cubits  and  a  span  "  (that  is,  about  nine  feet  ten 
inches)  in  height.     He  had  a  helmet  of  brass  on 


220  Third  Reader. 


his  head,  and  was  armed  with  a  coat  of  mail ; 
while  in  his  hand  he  held  a  huge  brass-headed 
spear  that  was  like  a  weaver's  beam. 

7.  Every  day  for  forty  days  Goliath  came  out 
to  the  front  of  the  army,  and  repeated  his  chal- 
lenge to  the  Israelites.  But  no  one  would  accept 
it.  Even  King  Saul,  who  was  a  head  taller  than 
any  of  his  soldiers,  was  afraid  to  venture  a  trial 
with  the  mighty  giant. . 

8.  Three  of  David's  brothers  had  gone  to  join 
the  army ;  but  David  himself  stayed  at  home 
tending  his  flocks,  for  he  was  thought  too  young 
to  go  to  war.  One  day,  however,  his  father 
wanted  to  send  some  provisions  to  his  sons,  and 
so  he  told  David  to  take  them. 

9.  It  happened  that  just  as  David  got  to  the 
camp,  the  mighty  champion  of  the  Philistines 
was  thundering  out  for  the  fortieth  time  his 
challenge  to  the  Israelites.  When  David  saw 
that  all  the  men  ran  away  from  this  giant,  he 
was  angry,  and  said,  "  Who  is  this  fellow  that  is 
defying  you?  " 

10.  David  then  went  to  the  king,  and  asked 
to  be  allowed  to  go  and  fight  Goliath.  At  first 
Saul  would  not  listen  to  David.  "  W' hy,  you  are 
only  a  youth,"  said  he, ''  and  Goliath  is  a  mighty 


Third  Reader.  221 


warrior."  But  David  told  Saul  that  when  less 
than  fifteen  years  old  he  had  killed  a  lion  and  a 
bear:   so  the  king  at  last  agreed. 

11.  Saul  Avanted  to  put  his  own  armor  on 
David ;  but  the  youth,  after  he  had  tried  on  the 
helmet  and  the  coat  of  mail,  laid  them  aside. 
Picking  up  his  staff,  he  chose  five  smooth  stones 
out  of  the  brook,  and  put  them  into  his  shep- 
herd's bag ;  then,  with  his  sling  in  his  hand,  he 
drew  near  to  the  champion  of  the  Philistines. 

12.  When  Goliath  saw  the  stripling,  he  said, 
''  Am  I  a  dog,  that  you  come  to  me  w^ith  a  staff? 
Come  on,  and  I'll  give  your  flesh  to  the  fowls 
of  the  air  and  to  the  beasts  of  the  field !  " 

13.  ''You  come  to  me,"  answered  David,  "with 
a  sword,  and  with  a  spear,  and  with  a  shield;  but 
/come  to  you  in  the  name  of  the  God  of  the 
armies  of  Israel.  And  I  shall  smite  you,  and 
cut  off  your  head,  and  give  your  flesh  to  the 
fowls  of  the  air  and  to  the  beasts  of  the  field !  " 

14.  Goliath  and  David  now  ran  towards  each 
other.  David  took  one  of  the  smooth  pebbles 
from  his  bag,  and  put  it  into  his  sling,  and  at 
the  right  moment  let  fly  at  Goliath.     The  stone 

^feuck  the  giant  in  the  forehead,  and  went  deep 
into  his  brain,  so  that  Goliath  fell  to  the  ground. 


222 


Third  Reader. 


15.  David  now  nisheci  up  to  the  fallen  giant 
placed  his  foot  on   his  breast,  and,  having  no 


Thibi)  Ueabeu.  22S 


sword  of  his  own,  he  drew  Goliath's  sword,  and 
killed  him  by  cutting  off  his  head. 

16.  When  the  Philistines  saw  that  their  cham- 
pion was  dead,  they  fled.  Saul's  soldiers  then 
chased  them,  and  defeated  them  with  great 
slaughter.  And  David  took  the  head  of  Goliath, 
and  brought  it  to  Jerusalem. 


HEADS    FOR    COMPOSITION. 

I.  Subject  of  the  Story:  David's  parents — birth- 
place —  boyish  occupation. 

II.  Description  of  the  lad  :  his  appearance  — 
character  —  illustrations  of  his  bravery  —  the  sweet 
singer. 

III.  The  giant  :  who  he  was  —  his  height  —  his 
armor  —  his  boast  —  fear  of  the  Israelites. 

IV.  David's  visit  to  the  camp:  hears  Goliath's 
boast  —  his  feeling  —  conversation  with  the  king. 

y.    Boy  AND  giant:  Goliath's  boast — David's  reply. 
VI.    The  fight:   the  advance  —  David's  weapon  — 
slaying  of  the  giant  —  flight  of  the  Philistines. 

LANGUAGE    LESSON. 

Write  the  analysis  of  these  words  :  — 

musical  unlucky  unloving 

silken  beggar  princely 

golden  skillful  thirsty 


224  Third  Reader. 


LESSON     LXV. 
The  Youth  of   David.  — Part  II. 

Gil-bo^i  gen'er-ous-ly  Jon'a-than 

po'et-ry  treach'er-ous  gird'le 

la-ment'  be-hav'ior  (-yur)  haimts 

weap'on§  m^gi-dent  hos'tile 

out'law  ob-tained'  bo'§om 

PREPARATORY     DICTATION. 

1.  To  write  a  grand  thought  in  grand  words  is  to 
write  poetry.  —  2.  The  tiger  is  deceitful  and  treacherous. 
He  hides  in  the  thicket,  —  the  jungle  is  his  haunt.  —  3.  I 
will  tell  you  what  happened,  for  I  was  amused  by  the 
incident.  —  4.  The  two  men  were  enemies,  and  had  been 
hostile  to  each  other  for  many  years. 


1.  As  Saul  and  David  were  returning  from 
the  slaughter  of  their  foes,  the  women  came  out 
to  meet  them,  singing  and  dancing  Avith  joy. 
One  band  would  chant, — 

"  Saul  has  slain  his  thousands ;  " 

And  the  other  band  would  reply,  — 

"And  David  has  slain  his  tens  of  thousands." 

2.  That  more  praise  should  be  given  to  Davi^ 


Third  Reader.  225 


than  to  himself  made  the  king  very  angry. 
And  though  at  first  Saul  had  rewarded  David 
by  setting  him  over  the  "  men  of  war,"  and  by 
giving  him  his  daughter  to  be  his  wife,  his 
jealousy  grew  day  by  day. 

3.  This  bad  feeling  was  increased  even  by  the 
good  behavior  of  David.  For  we  are  told  that 
^'  David  behaved  himself  wisely  in  all  his  ways," 
and  that  ''  all  the  people  loved  him." 

4.  Still  the  king  was  his  enemy.  In  one  of 
his  fits  Saul  tried  to  kill  David  by  throwing  a 
lance  at  him ;  at  another  time  he  laid  a  plot  to 
have  him  killed  by  the  Philistines. 

5.  But  while  David  was  thus  hated  by  the  king, 
he  had  found  a  very  dear  friend  in  the  king's 
son,  Jonathan;  and  the  story  of  the  friendship 
of  these  two  young  men  is  perhaps  the  most 
beautiful  example  ever  given  of  love  between 
men. 

6.  This  friendship  began  immediately  after  the 
young  hero's  return  from  the  slaying  of  Goliath. 
Jonathan,  as  we  are  told,  ''  loved  David  as  his 
own  soul."     Think  what  strong  love  that  was ! 

7.  Then  we  are  told  that  he  —  the  king's  son 
— "  stripped  himself  of  the  robe  that  was  upon 
him,  and  gave  it  to  David,  and    his  garments, 


226  Third  Header. 


even  to  his  sword,  and  to  liis  bow,  and  to  his 
girdle."  This  was  what  two  persons  used  some- 
times to  do  in  old  times,  when  they  meant  to  be 
fast  friends  for  life. 

8.  Jonathan  soon  saw  that  his  father  was 
David's  enemy.  Indeed,  Saul  was  so  wicked  as 
to  tell  Jonathan  to  join  with  his  servants  in 
killing  David. 

9.  This  dreadful  thing  Jonathan  told  his  friend 
for  the  love  he  bore  him ;  and  he  advised  David 
to  go  and  hide  himself  in  a  secret  place.  There 
Jonathan  went  to  meet  David ;  and  it  is  said 
that  ^'  they  kissed  one  another,  and  wept  one 
with  the  other." 

10.  After  this,  David,  who  had  been  joined  by 
six  hundred  friends,  had  to  move  from  one  place 
to  another  to  escape  from  Saul.  Sometimes  they 
hid  themselves  in  caves,  and  at  other  times  in 
woods  in  the  wilderness.  Jonathan  visited  him 
in  his  haunts,  and  told  him  not  to  be  afraid,  for 
Saul  would  not  find  him. 

11.  It  was  at  the  time  wdien  he  was  thus  hunted 
from  place  to  place  that  a  beautiful  incident  took 
place.  David  with  his  followers  was  in  hiding 
not  far  from  Bethlehem ;  and  one  night  as  he 
lay  down  faint  and  weary,  he  happened  to  think 


Thibb  Be  a  dee.  227 


of  the  well  where  he  used  to  drink  when  he  was 
a  boy. 

12.  It  seemed  to  him  that  no  water  was  so 
pure  and  sweet  as  that ;  and  once  he  said  with  a 
sigh,  ''  0  that  one  would  give  me  drink  of  the 
water  of  the  well  of  Bethlehem  that  is  at  the 
gate !  " 

13.  Three  of  the  brave  men  who  were  with 
David  heard  the  wish.  They  said  to  one  an- 
other, "  How  pleased  he  would  be  if  we  could 
get  him  the  water  he  longs  for !  "  But  between 
their  hiding-place  and  that  well  was  the  camp  of 
a  hostile  army.  Could  they  steal  through  the 
lines  of  the  enemy  without  being  seen?  They 
decided  to  venture,  though  they  knew  they  were 
risking  their  lives. 

14.  Swiftly  they  crept  past  the  guard.  No  one 
heard  them,  and  soon  they  were  hurrying  away 
to  "  the  well  of  Bethlehem  that  is  at  the  gate." 
The  water  was  quickly  drawn,  and  they  made 
their  way  back  over  the  same  dangerous  path. 

15.  David's  heart  was  deeply  touched  when 
he  learned  how  they  had  risked  their  lives  to 
gratify  his  idle  wish.  Hunted  outlaw  though  he 
was,  he  still  had  faithful,  loving  friends. 

16.  But  he  could  not  drink  of  the  water  that 


228  Third  Header. 


had  been  obtained  at  such  a  cost.  He  said  it 
would  seem  like  drinking  the  blood  of  his 
friends.  So  he  poured  it  out  as  an  offering 
before  the  Lord. 

17.  I  am  sure  you  must  have  read  in  the  Bible 
how  generously  David,  at  this  time,  behaved  to 
Saul.  He  had  two  good  chances  to  kill  the 
king,  who  fell  into  his  hands,  but  each  time 
spared  his  life.  For  this,  Saul  pretended  to  be 
very  grateful,  and  promised  that  he  would  never 
again  try  to  harm  David. 

18.  But  David  knew  how  treacherous  the  king 
was :  so  he  thought  it  best  to  take  refuge  among 
the  Philistines.  In  that  country  he  was  chief 
of  a  powerful  band ;  and  there  he  stayed  till 
the  death  of  Saul  and  Jonathan  at  the  battle  of 
Gilboa. 

19.  You  remember  how  dearly  David  loved 
Jonathan.  Think,  then,  how  he  must  have 
grieved  when  he  heard  that  his  bosom-friend 
was  slain ! 

20.  Here  are  the  beautiful  and  tender  words 
in  which  he  poured  forth  his  lament :  — 

"  How  are  the  mighty  fallen  in  the  midst  of 
the  battle !  O  Jonathan,  thou  wast  slain  in 
thine  high  places ' 


Third  Header.  229 


''  I  am  distressed  for  thee,  my  brother  Jona- 
than. Very  pleasant  hast  thou  been  unto  me : 
thy  love  to  me  was  wonderful — passing  the  love 
of  women ! 

^'  How  are  the  mighty  fallen,  and  the  weapons 
of  war  perished  !  " 

21.  Are  not  these  grand  words?  Are  they  not 
very  noble  poetry?  Yes,  indeed,  they  are.  And 
many  other  beautiful  thoughts  did  David  clothe 
in  strong  or  tender  words.  David  was  made 
king  of  Israel  after  the  death  of  Saul ;  but  we 
think  of  him  less  as  David  the  king  than  as 
David  the  ''  sweet  singer  of  Israel." 

LANGUAGE    LESSON. 

Write  a  sentence  bringing  in  the  name  David. 
Write  a  sentence  bringing  in  the  name  Jonathan. 
Write  a  sentence  bringing  in  the. name  Saul. 


Change  these  statements  so  that  they  may  speak  of  present 
time :  — 

Swiftly  they  crept  past  the  guard.  No  one  heard 
them,  and  soon  they  were  hurrying  away  to  "  the  well 
of  Bethlehem  that  is  at  the  gate."  The  water  was 
quickly  drawn,  and  they  made  their  way  back  over 
the  same  dangerous  path. 


230  Third  Reader. 


LESSON     LXVI. 

Letting  the  Old  Cat  Die. 

a-gAast' 

na'tive                   young'ster 

viriain 

wan'dered             un-der-stood' 

Not  long  ago  I  wandered  near 

A  play-ground  in  the  wood; 
And  there  heard  words  from  a  youngster's  lips 

That  I  never  quite  understood. 

''  Now  let  the  old  cat  die !  "  he  laughed. 

I  saw  him  give  a  push, 
Then  gayly  scamper  away  as  he  spied 

A  face  peep  over  the  tush. 

But  what  he  pushed,  or  where  he  went, 

I  could  not  well  make  out, 
On  account  of  the  thicket  of  bending  boughs 

That  bordered  the  place  about. 

''The  little  villain  has  stoned  a  cat, 

Or  hung  it  upon  a  limb. 
And  left  it  to  die  all  alone,"  I  said  : 

''  But  I'll  play  the  mischief  with  him." 


Third   Reader. 


231 


I  forced  my  way  through  the  bending  boughs, 

The  poor  old  cat  to  seek ; 
And  what  did  I  find  but  a  swinging  child, 

With  her  bright  hair  brushing  her  cheek! 

Her  bright  hair  floated  to  and  fro,^ 
Her  little  red  dress  flashed  by, 


232  Third  Reader. 


But  the  loveliest  thing  of  all,  I  thought, 
Was  the  gleam  of  her  laughing  eye. 

Swinging  and  swinging,  back  and  forth, 

With  the  rose  light  in  her  face, 
She  seemed  like  a  bird  and  flower  in  one, 

And  the  forest  her  native  place. 

''Steady!  I'll  send  3^ou  up,  my  child;" 
But  she  stopped  me  with  a  cry, — 

"  Go  'way,  go  'way !  don't  touch  me,  please : 
I'm  letting  the  old  cat  die^ 

'''  You're  letting  him  die  !  "  I  cried,  aghast : 
''  Why,  where 's  the  cat,  my  dear  ?  " 

And  lo!  the  laugh  that  filled  the  wood 
Was  a  thing  for  the  birds  to  hear. 

"Why,  don't  3^ou  know?  "  said  the  little  maid, — 

The  sparkling,  beautiful  elf, — 
''  That  we  call  it  letting  the  old  cat  die 

Wlien  the  swing  stops  all  of  itself?" 

Then  swinging  and  swinging,  and  looking  back, 
With  the  merriest  look  in  her  eye. 

She  bade  me  good-by;  and  I  left  her  alone, 
''  Letting  the  old  cat  die." 


Third  Readeb.  233 


LESSON    LXVII. 
Bright   Examples. 

HOW   A   ROMAN    KEPT   HIS   WORD. 


Reg'u-lus 

of^fer 

ratii'er 

mes'sage 

wa'ver 

€ap-tiv'i-ty 

mes'sen-ger§ 

sen'ate 

yield'ed 

PREPARATORY    DICTATION. 


1.  I  cannot  decide,  —  I  ivaver'ui  my  opinion. — 2.  The 
senate  gave  way — they  yielded  to  the  wishes  of  Regulus. 
—  3.  He  had  been  long  a  prisoner,  —  his  captivity  had 
lasted  five  weary  years. 


1.  The  story  of  Regulus  shows  how  a  Roman 
could  die  rather  than  break  a  promise.  Regu- 
lus, who  was  the  general  of  a  Roman  army  that 
was  making  war  against  the  city  of  Carthage, 
v/as  taken  prisoner.  For  five  long  years  he  was 
kept  shut  up,  and  the  war  still  went  on. 

2.  At  last  the  people  of  Carthage  grew  tired 
of  fighting.  So  they  sent  messengers  to  Rome 
to  ask  for  peace,  and  they  let  Regulus  go  with 
the  messengers  home  to  Rome.  But  before  they 
let  him  go,  they  made  him  promise  to  return  to 


234  Third  Reader. 


his  prison  if  the  Romans  should  not  agree  to 
their  request. 

3.  The  generals  of  Carthage  knew  that  the 
Romans  would  be  likely  to  follow  the  advice  of 
so  wise  a  man  as  Regulus.  And  they  thought 
he  would  ask  his  friends  to  put  an  end  to  the 
war.  For,  if  the  Romans  agreed  to  a  peace, 
Regulus  would  be  a  free  man  :  he  need  not  come 
back  to  Carthage;  he  could  go  home  to  his 
family  and  friends. 

4.  Now,  Regulus  was  worn  out  and  ill  from  his 
long  captivity,  and  his  enemies  were  right  in 
thinking  he  must  pine  for  freedom.  But,  dearly 
as  he  loved  liberty,  there  was  one  thing  he  loved 
even  more,  —  Regulus  loved  his  native  land. 
And  he  knew  it  would  not  be  best  for  the  Ro- 
mans to  make  peace  at  that  time,  when  the 
people  of  Carthage  were  so  anxious  for  it. 

5.  He  had  made  up  his  mind  to  tell  his  friends 
not  to  listen  to  the  words  of  the  messengers  who 
came  with  him.  So  when  they  reached  the 
gates  of  Rome,  he  would  not  go  in,  but  sent 
word  for  the  senate  to  come  out  and  hear  his 
message. 

6.  When  the  Roman  leaders  came  out  to  see 
him,  Regulus  told  them  tliat  tlieir  enemies  were 


Third  Reader.  235 


tired  of  the  war  and  wanted  to  put  an  end  to 
it.  But  he  begged  the  Romans  not  to  agree  to 
this  plan. 

7.  '^  My  friends,"  said  he, ''  the  enemy  are  quite 
worn  out.  They  can  not  fight  much  longer.  I 
pray  you,  take  my  advice,  and  refuse  this  offer." 
— ''  But,  Regulus,  what  will  become  of  you  ?  " 
asked  the  senate. 

8.  '^  Do  not  think  of  me,"  answered  the  brave 
soldier.  "  I  gave  my  word  to  go  back  to  prison 
if  I  failed  to  make  peace,  and  I  will  never 
break  my  word.  But  I  am  an  old  man,  and 
it  matters  little  what  may  happen  to  me.  Do 
what  is  best  for  Rome,  —  refuse  to  agree  to  a 
peace." 

9.  The  Romans  were  very  much  grieved  to 
think  of  sending  their  brave  general  back  to 
Carthage.  But  Regulus  was  firm.  He  would 
not  even  see  his  wife  and  children,  for  fear  their 
tears  might  make  him  waver. 

10.  So  the  senate  yielded  at  last,  and  told  the 
messengers  they  would  keep  up  the  war  till 
Carthage  was  destroyed. 

11.  Regulus  kept  his  Avord.  He  returned  to 
his  enemies  with  this  answer.  And  the  people 
of  Carthage  were  so  angry  when  they  heard  that 


236 


TuiRB  Reader. 


he  had  not  even  tried  to  make  peace,  that  they 
put  the  brave  old  man  to  a  cruel  death. 

12.   Regulus  lost  his  life,  but  he  kept  his  word. 


WORD-ANALYSIS 

OF   THE 

PEmCIPAL  ENGLISH   DERIVATIVES    IN    THIS   READER. 
I.  —  Prefixes. 


a,  in,  on. 

in,  in. 

dis,  not. 

re,  back 

en,  to  make  or  feel. 

un,  not. 

II. 

—  Si 

affixes. 

able,  that  may  or  can,  having  the 

quality  of. 
al  (noun),  act  of. 
al  (adjective),  relating  to. 
ant  (yioun),  one  who. 
ant  (adjective),  having  the  quality 

of. 
ar,  one  who. 

ate,  having  the  quality  of. 
dom,  state  of  being. 
eer,  one  who. 

en  (adjective),  like,  made  of. 
en  (verb),  to  make. 
er,  one  who,  that  which. 
f ul,  full  of,  causing. 
ian,  one  who. 
ic,  like. 


isli,  like. 

ist,  one  who. 

lie,  one  who. 

ity,  state  of  being. 

less,  without. 

let,  little. 

ly  (adjective),  like. 

ly  (adverb),  in  a  manner. 

ment,  state  of,  that  which. 

ness,  quality  or  state  of  being. 

or,  one  who. 

ous,  full  of. 

ship,  state  of  being. 

ty,  state  of  being. 

lire,  one  who,  state  of  being. 

y,  full  of,  like,  of  the  nature  of. 

yer,  one  who. 


Third  Reader. 


237 


Note.  —  In  reading  the  analysis  the  pupils  should  he  taught  to  read  the 
symbol  +  '"plies""  and  the  symbol  =  "  equal  to^ 


aflFection  +  ate  =  having  the  qual- 
ity of  affection. 

a  +  live  =  in  life,  living. 

angrily,  angry  +  ly  =  in  an  angry 
manner. 

art  +  ist  —  one  who  works  in  art. 

a  +  shore  =  on  shore. 

a  +  sleep  =  in  sleep,  sleeping, 

astonish  +  ment  =  state  of  being 
astonished. 

a  ttend  +  ant  =  one  who  attends 
upon. 

beautiful,  beauty +  ful  =  full  of 
beauty. 

beggar,  beg  +  ar  =  one  who  begs. 

billow  +  y  =full  of  billows,  wavy. 

blame  +  less  =  without  blame,  in- 
nocent. 

boy  +  ish  =  like  a  boy. 

brave  +  ly  =  in  a  brave  manner. 

bright  +  ly  =  in  a  bright  manner. 

bright  +  ness  =  quality  of  being 
bright. 

bush +  y  =  like  a  bush,  sjiread- 
ing. 

business,  busy  +  ness  =  state  of  be- 
ing busy,  occupation. 

call  +  er  =  one  who  calls. 

captivitj^,  captive  +  ity  =  state  of 
being  a  captive  or  prisoner. 

cheer +  ful  =  full  of  cheer,  cheery. 

close  +  ly  =  in  a  close  manner. 


coarse  +  ly  =  in  a  coarse  manner. 

command  +  er  =  one  who  com- 
mands. 

cool  +  ness  =  quality  of  being  cool. 

cost +  ly  =  cost-like,  expensive. 

count  +  less  =  without  count,  num- 
berless. 

coward  +  ly  =  like  a  coward. 

creature,  create  +  ure  =  one  who 
is  created^ 

cruel+ly  —  in  a  cruel  manner. 

dancer,  dance +  er  =  one  who 
dances. 

danger  +  ous  =  full  of  danger. 

dark  +  ness  =  quality  of  being 
dark. 

dash  +  er  =  one  who  dashes. 

dear  +  ly  =  in  a  dear  manner,  fond- 

ly. 

delight  +  f ul  —  causing  delight. 

dirt  +  y  =  of  the  nature  of  dirt,  un- 
clean. 

dis  +  obedient  =  not  obedient. 

doubt  +  f  ul  =  full  of  doubt. 

doubt  +  less  =  without  doubt. 

draw  +  er  =  that  wliich  can  be 
drawn  out. 

dread  +  f  ul  =  causing  dread. 

dream  +  er  =  one  who  dreams. 

driver,  drive  +  er  =  onewhodrives. 

dutiful,  duty +  ful  =  full  of  duty 
or  obedience. 


238 


Third  Meaueh. 


earnest +  ly  =  in  an  earnest  man- 
ner. 

easily,  easy  +  ly  =  in  an  easy  man- 
ner. 

en  +  dear  =  to  make  dear,  to  make 
beloved. 

engineer,  engine  +  eer  =  one  who 
drives  an  engine. 

en  +  joy  =  to  feel  joy,  to  delight 
in. 

envious,  envy  +  ous  =  full  of  envy . 

exact  +  ly  =  in  an  exact  manner. 

f aith  +  f ul  =  f uU  of  faith,  trust- 
worthy. 

false  +  ly  =  in  a  false  manner. 

farm  +  er  =  one  who  tills  a  farm. 

favqr  +  able  =  that  may  favor,  fa- 
voring. 

favor  +  ite  =  one  who  is  favored. 

fear  +  f ul  =  causing  fear. 

feather  +  y  =  like  feathers. 

fine  +  ly  =  in  a  fine  manner. 

flatter  +  er  =  one  v/ho  flatters. 

folIo^v  +  er  =  one  who  follows. 

fool  +  ish  =  like  a  fool,  silly. 

frank  +  ly  =  in  a  frank  manner. 

free  +  doin  =  state  of  being  free. 

free  +  ly  =  in  a  free  manner. 

friend  +  ship  =  state  of  being 
friendly. 

frisrlit  +  f  ul  =  causing  fright. 

funny,  fun +  y  =  of  the  nature  of 
fun. 

garden  i  er  =  one  who  takes  care 
of  a  garden. 

gay  +  ly  =  in  a  gay  manner. 


generous  +  ly  =  in  a  generous  man- 
ner. 

glad  +  ness  =  state  of  being  glad. 

gold  +  en  =  like  gold. 

govern  +  or  =  one  who  governs. 

grace  +  f ul  =  full  of  grace. 

grave  +  ly  =  in  a  grave  manner, 

hand  +  y  =  of  a  nature  to  suit  the 
hand,  convenient. 

happiness,  happy  +  ness =state  of 
being  happy. 

hasty,  haste  4  y  =  full  of  haste. 

hastily,  hasty +  ly  =  in  a  hasty 
manner. 

heart  +  less  =  without  heart,  un- 
feeling. 

lielp  +  less  =  without  help,  power- 
less. 

hero  +  ie  =  like  a  hero. 

hope  +  less  =  without  hope. 

in  +  deed  =  in  deed,  in  fact. 

in  +  stead  =  in  the  stead  or  place  of. 

interpret  +  er  =  one  who  inter- 
prets. 

joy  +  ful  =  full  of  joy,  joyous. 

joy  +  ous  =  full  of  joy,  joyful. 

keep  +  er  =  one  who  keeps  or 
guards. 

kind  +  ly  =  in  a  kind  manner. 

kind  +  ness  =  quality  of  being  kind. 

law  +  yer  =  one  who  practices  law. 

lead  +  er  =  one  who  leads. 

liar,  lie  +  ar  =  one  who  lies. 

light  +  ly  —  in  a  light  manner,  gen- 
tly. 

like  +  ly  =  like-like,  probable. 


TniRD  Reader. 


239 


live  +  ly  =  life-like,  active. 

lone  +  ly  =  lone-like,  lonesome. 

love  +  ly  =  love-like,  worthy  of 
love,  beautiful. 

mad  +  ness  =  state  of  being  mad, 

magic  +  ian  =  one  who  practices 
magic. 

merrily,  merry  +  ly  =  in  a  merry 
manner. 

might  +  y  =  full  of  might,  power- 
ful. 

mirth  +  f  ul  =  full  of  mirth,  gleeful. 

moss  +  y  =  moss-like. 

move  +  ment  =  state  of  moving. 

mil  sic  +  al  =  relating  to  rnusic. 

need  +  less  +  ly  =  in  an  unneeded 
manner. 

nice  +  ly  =  in  a  nice  manner. 

officer,  office  +  er  =  one  who  fills 
an  office. 

own  +  er  =:  one  who  owns. 

patient  +  ly  =  in  a  patient  man- 
ner. 

pave  +  ment  =  that  which  is  paved. 

peace  +  able  =  having  the  quality 
of  peace. 

peaceably,  peaceable  +  ly  =  in  a 
l^eaceable  manner. 

peace  +  f ul  =  full  of  peace,  quiet. 

play +  ful  =  full  of  play,  sportive. 

pleasant,  please  +  ant  =  having 
the  quality  of  pleasing. 

pleasant  +  ly  =  in  a  pleasant  man- 
ner. 

pleasure,  please  +  ure  =  state  of 
being  pleased. 


plentiful,    plenty  +  ful  =  full    uf 

plenty. 
power +  ful  =  full       of       power, 

mighty. 
prancer,    prance  +  er  =  one  who 

prances. 

pray  +  er  =  that  which  is  prayed. 

present +  ly  =  in  a  present  man- 
ner, soon. 

prettily,  pretty  +  ly  =  in  a  pretty 
manner. 

prince  +  ly  =  like  a  prince, 

prison  +  er  =  one  who  is  impris- 
oned. 

punish  +  ment  =  state  of  being 
punished. 

quick  +  ly  =  in  a  quick  manner. 

real  +  ly  =  in  a  real  manner. 

re  +  bound  =  bound  back. 

re  +  turn  =  turn  back,  go  or  come 
back. 

rider,  ride  +  er  =  one  who  rides. 

ring  +  let  =  a  little  ring,  a  little 
curl. 

ripen,  ripe  +  en  =  to  make  ripe,  to 
become  ripe. 

rock  +  y  =  rock-like. 

roost  +  er  =  that  which  roosts. 

root  +  let  =  a  little  root. 

rosy,  rose  +  y  =  like  a  rose. 

rough  +  ly  =  in  a  rough  manner. 

ruler,  rule  +  er  =  one  who  rules,  or 
governs. 

runner,  run +  er  =  that  on  which 
a  thing  runs. 

rust  +  y  =  like  rust. 


240 


Third  Be  ad  eh. 


sad  +  ly  =  in  a  sad  manner. 
safe  +  ly  =  in  a  safe  manner. 
safe  +  ty  =  state  of  being  safe. 
sail  +  or  =  one  who  sails. 
scarce +  ly  =  in  a  scarce  manner, 

hardly. 
sell  +  er  =  one  who  sells. 
servant,    serve  +  ant  =  one    who 

serves. 
shoe  +  less  =  without  shoes, 
shrewd  +  ness  =  quality  of   being 

shrewd. 
sick  +  ly  =  sick-like,  weak. 
sick  +  ness  =  state  of  being  sick. 
silk  +  en  =  made  of  silk. 
sing  +  er  =  one  who  sings. 
skill  +  f  ul  =  full  of  skill,  dexterous. 
smooth  +  ly  =  in  a  smooth  manner. 
snow  +  y  =  snow-like,  white. 
sober  +  ly  =  in  a  sober  manner. 
soft  +  en  =  to  make  soft. 
speech  +  less  =  without       speech, 

dumb. 
stranger    strange +  er  =  one  who 

is  strange  to  us. 
stubborn  +  ness  =  qiiality  of  being 

stubborn. 
sure  +  ly  =  in  a  sure  manner. 
swimmer,   swim +  er  =  one    who 

swims. 
teach  +  er  =  one  who  teaches. 
thank  +  f  ul  =  full  of  thanks,  grate- 
ful. 
thirst  +  y  =  full  of  thirst. 


thought  +  f  ul  =  full  of  thought. 

thought  +  less  =  without  thought. 

thoughtless  +  ly  =  in  a  thoughtless 
manner. 

travel  +  er  =  one  who  travels. 

trial,  try  +  al  =  act  of  trying. 

truih  +  ful  =  full  of  truth. 

un  +  able  =^  not  able. 

un  +  bound  =  not  bound,  untied. 

un  +  faith  +  f ul  =  not  full  of  faith, 
faithless. 

unfortunate,  un+fortune  +  ate  = 
not  having  the  quality  of  for- 
tune, unlucky. 

un  +  kind  =  not  kind. 

un  +  loving  =  not  loving. 

un  +  luck  +  y  =  not  having  the 
quality  of  luck,  unfortunate. 

un  +  seen  =  not  seen. 

un  +  selfish  =  not  selfish. 

un  +  true  =  not  true. 

use  +  f  ul  =  full  of  uses,  of  great  use. 

use  +  less  =  without  use. 

w^eak  +  ness  =  state  of  being  weak. 

wealth  +  y  =  full  of  wealth,  rich. 

w^eaver,  w^eave  +  er  =  one  who 
weaves. 

^^eird  +  ly  =  in  a  weird  manner. 

will  +  f  ul  =  full  of  will,  headstrong. 

wise  +  ly  =  in  a  wise  manner. 

wonder  +  f  ul  =  causing  wonder. 

wood  +  en  =  made  of  wood. 

work  +  er  =  one  who  works. 

worm  +  y  =  full  of  worms. 


c 


